2014 International Summer School Module Outlines by UEA ISS

International Summer School 2014 Module Outlines

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Contents Faculty of Arts & Humanities (HUM) Better Worlds? Utopias and Dystopias School of Political, Social and International Studies (PSI) Bob Stillwell

British Film and Television School of Film, Television and Media Studies (FTM)

Eylem Atakav Contemporary British Theatre School of Literature, Drama and Creative Writing (LDC) Tony Frost

Creative Writing School of Literature, Drama and Creative Writing (LDC) Kate Moorhead

Plague and Disease in the Medieval City School of History (HIS) Joy Hawkins

Reading Shakespeare’s England School of Literature, Drama and Creative Writing (LDC) Rebecca Pinner

Revolutionaries, Radicals and Renegades School of American Studies (AMS) Nick Grant

Faculty of Social Sciences (SSF) Global Media and Communications Law School of Law (LAW) Nick Scharf

Psychology in Action School of Psychology (PSY) Simon Hampton

Faculty of Science (SCI) Next Generation: Digital Animation School of Computing Sciences (CMP) Dan Smith

Faculty of Medicine and Health Science (FMH) Children’s Health and Well-Being School of Allied Health Professions (RSC) Jennie Vitkovitch

Future Medicine Norwich Medical School (MED) Laura Bowater

101

Research Module PSYCH Research Abroad School of Psychology (PSY) Debbie Griffiths

International Summer School module outlines 2014

109

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Better Worlds? Utopias and Dystopias

School Political, Social and International Studies (PSI)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Better Worlds? Utopias and Dystopias Module code PSI-2002S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014 Section 2 – Details of module

Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

As one form of government must be allowed more perfect than another...why may we not enquire what is the most perfect of all?...This subject is surely the most worthy of curiosity of any that the wit of man can possibly devise. David Hume, “A map of the world that does not include Utopia is not worth even glancing at...” Oscar Wilde. Utopian visions, ridiculed in past ages as impossible dreams, such as votes for women and universal healthcare provision, have often eventually proved prophetic, informing highly-valued societal institutions in later epochs. Yet utopian thinking can also have dangers particularly where experiments seeking to realise elevated political goals become justifications for totalitarianism and persecution. Both before and since the appearance of Thomas More’s tale of the fantastic customs of an imaginary island called Utopia (1516), writers have imagined better worlds that their followers have sought to make real. This module seeks to understand different perspectives on the utopian tradition, examining various examples in some of its multiple forms - novels, films, folklore, experimental communities and political blueprints. Using lectures, trips, workshops and discussions, ‘utopian’ solutions to problems such as eliminating crime, gender inequalities, environmental destruction, and political/societal conflict will be analysed. As well as ‘positive’ visions the module also focuses on dystopian works such as Brave New World and 1984 and considers the significance of anti-utopian thought for political understanding. • To study proposals for social and political reform through the medium of utopian texts •

To evaluate the contribution of utopias to political and social theory

•

To analyse selected utopian texts in depth

After taking this unit students will have: • Formed their own views about the merits and demerits of utopian thinking • Written two assignments which analyse utopian texts thematically and critically • Gained a broad awareness of landmark works in the history of utopian thought • Gained a detailed knowledge of at least six of the most famous utopian (or dystopian) texts which influenced political debate both in their own time and subsequently • Reflected on the relevance of fiction to politics Other Skills: Intellectual skills Students will apply ideas and concepts in the discussion of aspects of utopian studies and construct coherent and independent arguments.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Professional skills The module will assist students' ability to select, sift and synthesize information from a variety of sources present material using appropriate conventions.

Links Where does this fit in to my programme?

Transferable skills The module will also help develop students' ability to work to deadlines, manage a disparate body of information, engage in critical evaluation and analytical investigation, as well as provide clear presentation of ideas. This module has links with a range of several disciplines but will tie in closely with the politics based programmes. It has strong associations with political theory, political ideologies, and political philosophy. It also connects with other humanities and social science based disciplines such as literature, philosophy, history, psychology and sociology and will appeal in particular to students who have an interest in the way works of imagination have played, and can continue to play a part in both anticipating and shaping our future institutions, relationships, and moral/political values. No prior knowledge is required to study this module, just a willingness to engage in discussion and share opinion.

Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor Others

Mr Bob Stillwell, School of Political, Social & International Studies

A number of distinguished academics principally from the School of Political, Social & International Studies are involved in the programme during summer 2014. Professor Barbara Goodwin, Professor Lee Marsden, Dr Rupert Read, Professor John Street, Dr. Peter Handley, Mr, Lawrence Hardy and Mr Mark Wells will be support and deliver aspects of the programme during summer 2014. Professor Goodwin is Emeritus Professor in PSI and her books and articles have established her as a major international authority in the field of utopia, as well as other areas of political theory. Her work will features prominently throughout the module and she has kindly agreed to deliver a lecture and seminar for the programme.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures

Teaching will comprise a mix of eleven lectures, eleven seminars, four utopian film screening/discussion sessions, an additional drop-in session and two workshops which will together total over 50 contact hours. In addition to this, the module will include two eight-hour field trips which will also focus on locations of importance in the utopian tradition. Preparatory reading for lectures, seminars, and workshops will be necessary throughout the module. Students will be expected to read at least one article/book chapter in preparation

50 hours

N/A

33 hours (Reading for Seminars)

N/A

Pre-lecture preparatory reading and post-lecture

International Summer School module outlines 2014

56 hours (pre-module)

International Summer School 2014 Module Outlines follow up reading

for each lecture/seminar and complete notes before the sessions. Readings will be provided on Blackboard (See BB) and pre-module reading will also feature for the seminars. It is a normal expectation that students registered on UEA modules will conduct significant preparatory reading prior to engaging with the taught element of a module. Participants are asked to read five utopian works prior to joining the module. (See pre-module reading.) These should include Moreâ&#x20AC;&#x2122;s Utopia and Huxleyâ&#x20AC;&#x2122;s Brave New World. Pre-module reading should be spread several weeks period prior to arrival at UEA. This not only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the assessment.

Seminars

Seminars will be used to take up and develop idea on issues which have been previewed in the lectures. See section on lectures for contact time and notes on reading preparation time for seminars:

N/A

There will also be two discussion workshops and four utopian film screenings/discussions

Pre-seminar preparation and follow up study

As set out above there are set readings which are compulsory preparation for seminar discussions.

See above

Academic Trips

Formative assessment

Formative two parts:

assessment

divides

into

The first formative assessment requires students to do a seminar presentation, exploring issues relating to one of the seminar questions. Feedback will be in class.

International Summer School module outlines 2014

N/A

International Summer School 2014 Module Outlines The second formative assessment will require students to prepare a description of their own personal utopian vision or utopian idea that they can present to the group in the final workshop. Students can do this exercise in pairs or individually and feedback will be delivered oral in class.

Feedback sessions

Feedback will be in or after class

Assessed module paper

Assignment 1 - Essay

Assignment 2 - Presentation Hand-out.

8 (Building on earlier formative assessment)

Total

This figure (200 hours) represents the total study time for the module, which includes attendance at lectures, field trips, seminars, reading (including premodule reading), coursework preparation, independent study, and all other forms of work associated with the module.

200

In keeping with all other summer school modules, the Utopias/Dystopias module assumes 144 notional study hours. Whilst at the University it is expected that students on ISS modules will commit 8 hours of study time per day (during weekdays) and a minimum of 8 hours per weekend. This equates to a total of 144 hours.

Section 5 - Teaching Sessions Lecture Programme – details for each lecture 1- Thomas More and Techniques of Utopia The first lecture looks at how the concept of ‘utopia’ functions in More’s masterwork as well as exploring the ways in which the tradition can be seen to predate More ‘term’. Common utopian techniques, the range of manifestations encompassed within the utopian genre are also examined along with the issue of the cultural specificity of the tradition. 2- Perfectibilism & Human Nature This lecture considers distinctive utopian orientations towards human nature and explores the significance of such assumptions for the kind of solutions that they pose to human ills. International Summer School module outlines 2014

International Summer School 2014 Module Outlines

3- Utopiyama The focus of this lecture is Francis Fukuyama’s ‘End of History’ thesis as a utopian vision of international order. The idea of liberal democratic capitalism and international democracy promotion is explored alongside Kantian notions of perpetual peace to introduce the concept of liberal democracy as utopia. 4- Work in Utopia This lecture examines how ‘work’ has been treated in utopian texts. It examines conflicting perspectives on the division of labour and dwells upon different interpretations upon the importance of work in human life. 5- Law, Punishment and Social Control Social control and punishment is a key feature of utopia and dystopias alike. This lecture looks at some of the intellectual justifications for forms of social control employed within utopias, and explores the range of techniques that permeate utopian/dystopian works. 6- Politics in Utopia This lecture examines the treatment of politics in utopian works in historical context and the grounds for the claim that politics often tends to be ‘eliminated’ within utopia. This issue is investigated with reference to contemporary debates on the relationship between ‘politics’ and ‘the political’ and ‘power’ and ‘discourse’. 7- Women in Utopia/Dystopia. A focus upon optimised arrangements for family life and gender roles has been an enduring feature of utopian works. The lecture investigates some celebrated examples with particular stress laid on the feminist utopian novels of the 1970s and the development and of what Moylan has described as ‘critical utopias’. 8- Marxism and Utopia While Marx and Engels famously sought to distinguish their work from the ideas of the ‘utopian socialists’ subsequent Marxist scholars such a Mannheim, Bloch. Marcuse and Jameson have construed utopia in more favourable terms. This lecture looks at the competing Marxian perspectives on utopia and the insights they generate with special emphasis of Jameson’s efforts to fuse an account of utopia and post-modernism. 9- Enemies of Utopia The focus on this lecture is the case against utopian reasoning. It touches on the ideas of ‘liberal’ and ‘conservative’ critics of Utopia including Popper, Talmon, Berlin and Gray as well as considering possible utopian responses to the charges. 10- Ecology and Utopia This lecture examines ‘ecotopian’ models and addresses/questions the commonly made charge that many ecotopias are unrealistic in their fundamental assumptions and unlikely to offer effective responses to the problems of environmental degradation. The lecture and ensuing discussion will address the possible benefits that utopian strategies might offer in this area. 11- Utopian Science/Social Science The relationship between utopia and science will be examined here and the kinds of issues/challenges that technological development raise for utopian schemes and visa-versa. The lecture will also look at the role of utopian thinking in social/political ‘science’.

Seminar Programme The lectures are thematic and linked to the corresponding seminars, which will focus on similar or related issues/themes through a close study of particular texts. In addition to the set readings, students will be expected to have a detailed first-hand knowledge of at least five `utopian texts' from their pre-module reading as well as acquaintance with the contents of the others, so some of these texts will also feature in the seminar reading enabling seminar leaders to draw upon the specific knowledge of utopias different members of the class.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines The key readings for the seminars are an important source of theoretical/substantive material. Within the seminar, particular groups of students may be asked to concentrate on a particular texts they have examined so that when we are discussing the various themes we can consider different information and viewpoints. (The module blackboard site will contain the essential reading for the seminars and will also include helpful additional material, which will also serve to assist further study and essay/report writing.) Seminar Topics Areas 1 More and the Universality of the Utopian Tradition This seminar will focus upon the content and ‘interpretations’ of More’s Utopia. We also address the question of the cultural specificity of the utopian tradition and Kumar’s case for its western character. Thomas More: Utopia (part two) * (BB) Lyman Sargeant: Utopianism (introduction)* (BB) Krishan Kumar: Utopia/Anti-Utopia )Selected passages) (BB) Jaqueline Dutton: Non Western utopian Traditions (in Claeys ed: Utopian Literature) (BB) 2- Perfectibilism & Human Nature In this seminar we will discuss Robert Owen’s New View of Society and the underlying account of human nature. The second focus for the discussion concerns the problem of achieving equality in utopia. We look at this with reference to a short tale by Vonnegut. Robert Owen: New View of Society * (BB) Kurt Vonnegut: Harrison Bergeron * (BB) Philip Kitcher, `Creating perfect people' in A Companion to Genethics, eds. J. Harris & J. Burley (BB) 3- Utopiyama (Lee Marsden) Following from the lecture on Fukuyma in this session we look in detail at the basis and force of Francis Fukuyama’s case for liberal capitalist future, and assess the appeal and realism this and other liberal visions of the international order. Francis Fukuyama: The End of History and the Last Man (BB) Immanuel Kant: Perpetual Peace (BB) 4- Work in Utopia This session will centre on the evaluation of the appeal and persuasiveness of the accounts of work offered by famous utopian socialist writers. A second focus for the seminar will be on the question of whether work is a fundamental aspect of human life of whether it will lose its relevance in future society E. Bellamy: Looking Backwards * (Extracts on BB) W. Morriss; News From Nowhere * (Extracts on BB) W. Morris: On Useful Work & Useless Toil (BB) B. Goodwin & K. Taylor: Justice by Lottery (chapter 1) * BB 5- Law, Punishment and Social Control In this seminar we consider whether the minimization or even total elimination of laws would be a worthy societal goal and whether this might be achievable. A secondary focus for discussion will be on the lessons that dystopias offer us on the nature of social control. M.R. Aviles `The Law-based Utopia' in Goodwin (ed.) The Philosophy of Utopia * (BB) B. Goodwin: Social Science and Utopia (Extract on BB) T. More: Utopia * G. Orwell: 1984 A. Huxley: Brave New World (As above) * B.F. Skinner: Walden 2 6- Politics in Utopia The main focus of this session is to examine in detail at Hume’s efforts to design an ideal commonwealth International Summer School module outlines 2014

International Summer School 2014 Module Outlines and to understand and assess the mechanisms by which accountability is achieved and conflict avoided. The wider issue to be explored is the plausibility and desirability of the elimination of politics. D. Hume: Idea of a Perfect Commonwealth.* (BB) B. Goodwin & K. Taylor: The Politic of Utopia * (Extracts on BB) F. Jameson, `The politics of utopia' (BB) 7- Feminist Utopias. In this seminar we consider whether male utopian writers have contributed to progress for women and also investigate the question of whether blueprint or critical utopias are helpful advancing the feminist cause. U Leguin:The Dispossessed C. Gilman Perkins: Herland T. Moylan: Demand the Impossible (Extracts on BB) F. Bartkoski: Feminist Utopias R. Levitas, `Who holds the hose?', Utopian Studies, Vol. 6 No.1 (BB) F. Diamanti, `The treatment of the "woman question" in Goodwin (ed.), The Philosophy of Utopia ** 8- Marxism and Utopia In this session we discuss whether, and if so, in what sense, Marx and Engels can be seen to be ‘utopians’ and whether their concerns about utopia have any force. The secondary focus will be on the nature and appeal of alternative Marxian orientations on utopia. K Marx and F. Engels The Communist Manifesto (Extracts on BB) V. Geoghegen: Marxism and Utopia. (Ch 1 on BB) R. Levitas: The Concept of Utopia (Extracts on BB) K. Mannheim: Ideology and Utopia (Extracts on BB) R. Levitas: Ernst Bloch on Abstract and Concrete Utopia in J. Owen et al eds: Not Yet (BB) F. Jameson, `The politics of utopia' (BB) 9- Enemies of Utopia This seminar focuses on case against utopian reasoning focuses on the question are utopias necessarily totalitarian. It will also address the issue of what utopians can learn from critics of utopias and visa-versa. J. Gray: Straw Dogs (Extracts on BB) I. Berlin: The Crooked Timber of Humanity (Ch 2 BB) G. Kateb: Utopia and Its Enemies (Extracts on BB) K. Popper: `The utopian method' in M. Rosen & J. Wolff (eds) Political Thought (OUP, 1999) (BB) 10- Ecotopias Old and New In this seminar we examine the charge that ‘ecotopian’ works are too unrealistic in their assumptions to be of consequence. We also discuss the uses that eco-dystopian and ecotopian works might have in addressing the social and environmental problems of our age. Rupert Read: Justice or Love (BB) Ernest Callenbach: Ecotopia (Extracts on Blackboard) Marge Piercy: He, She and It. Moos & Brownstein: Environment and Utopia (Extract on BB) 11- Utopian Science/Social Science This session has a dual focus. In the first we explore and analyse the complexities of the relationship between science and utopia. In the second we discuss in which ways (if any) utopian thinking can assist social/political science. J.C. Davis: Utopia Science and Social Science (BB) R Levitas: Utopia as Method J. Swift: Gulliver’s Travels (Extracts on BB) B. Goodwin: Social Science and Utopia A. Huxley: Island H.G Wells: A Modern Utopia

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Other Taught Sessions Programme – Fieldtrips and Drop-in sessions OTHER TEACHING TEACHING-LEARNING SESSIONS Workshop/Lecture : 1 Music and Utopia In this session we will explore utopianism and music. Members of the group will have been invited to offer examples of their own that may feature in the workshop. The focus will be on Ernst Bloch’s work on music as a vehicle of utopian expression and we will discuss and examine the potential political and social impact of political songs. Workshop/Discussion 2 – ‘Your Utopia’ This session invites members of the group to set out their own utopian visions and to explain and defend them to their colleagues. The class will be invited to comment on the contributions’ (See Formative Assessment Two) FIELD TRIPS There will be two fieldtrips, both of which will look at the rich Utopian Heritage in Norfolk & East Anglia. (Details to be confirmed.) FILMS There will be weekly screenings of utopian/dystopian films. The screening times will be announced in June 2014 when timetables become available. DROP-IN SESSION There will be at least one specialist drop-in session relating to a utopian theme. Details to be confirmed.

Section 6 – Study materials Required Reading

Further reading

Pre-module reading Students are expected to read all the books from list A and three more from list B prior to the module. Starred works (*) listed below are also highly recommended: LIST A LIST B T. More: Utopia E. Bellamy: Looking Backward A. Huxley: Brave New World S. Butler: Erewhon E. Callenbach: Ecotopia T. Campanella: City of the Sun C. Perkins Gilman: Herland A. Huxley: Island H.G. Wells: A Modern Utopia U: Leguin: The Dispossessed I: Kant: Eternal Peace K: Marx: The Communist Manifesto W:Morris: News from Nowhere G: Orwell: 1984 Y: Zamyatin: We Theoretical Perspective on the Utopian Tradition K. Kumar: Utopianism * R. Levitas: The Concept of Utopia * B. Goodwin & K. Taylor: The Politics of Utopia * B. Goodwin (ed.): The Philosophy of Utopia. The same collection of essays also appears as a special issue, Critical Review of International Social and Political Philosophy, Vol. 3, Nos. 2 & 3 (2000 L Sargent: Utopianism *

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Other study materials

R Levitas, Utopia as Method K. Mannheim: Ideology and Utopia (See chapter on utopia)* B. Goodwin: Social Science and Utopia * J. C. Davis: Utopia and the Ideal Society T. Moylan: Demand the Impossible V. Geoghegen: Marxism and Utopia E. Bloch: The Spirit of Utopia E Bloch: The Principle of Hope Other Important Utopian Works R. Owen. A New View of Society Plato: Republic C. Fourier: The Theory of the Four Movements H.G. Wells: Men Like Gods F. Kafka: The Castle D. Karp: One M. Piercy: Woman on the Edge of Time M. Atwood: The Handmaid's Tale (a feminist dystopia) K. Ishiguro: Never Let Me Go 20th Ecological Utopias Aldous Huxley: Island (1962) Robert Blatchford: The Sorcery Shop (1907) Robert Graves: Seven Days in New Crete (1949) Marge Piercy: Woman on the Edge of Time (1976) Austin Tappan Wright: Islandia (1942 posthumously) Kim Stanley Robinson: Pacific Edge (1988) Ecological Dystopias (`ecodystopias') John Brunner: The Sheep Look Up (1972) Edward Abbey: Good News (1980) Kurt Vonnegut: Galapagos (1985) Paul Auster: In the Country of Last Things (1987) Marge Piercy: Body of Glass (1991) Margaret Atwood: Oryx and Crake (2003) Instructive (utopian or dystopian?) Satires J. Swift: Gulliver's Travels S. Lukes: The Curious Enlightenment of Professor Caritat E. A. Abbott: Flatland, A parable of spiritual dimensions Collections of Utopian Texts F.E. Manuel & F. Manuel (eds.): French Utopias J. Carey (ed.): The Faber Book of Utopias M.-L. Berneri: Journey Through Utopia A. Arblaster & S. Lukes (eds.): The Good Society G. Claeys & L. T. Sargent: The Utopia Reader G. Claeys (ed.): Utopias of the British Enlightenment G. Claeys (ed.) Restoration and Augustan British Utopias G. Negley & J. Patrick, The Quest for Utopia Secondary Works on Utopia A.L. Morton: The English Utopia T. Moylan: Scraps of the Untainted Sky

International Summer School module outlines 2014

International Summer School 2014 Module Outlines E.Bloch: The Principle of Hope G. Claes: Searching for Utopia M. Eliav-Feldon, Realistic Utopias T. Molmar, Utopia, the Perennial Heresy P. Richter, Utopia/Dystopia F. Jameson, Archaeologies of the Present F. E. Manuel and F.Manuel: Utopian Thought in the Western World K. Kumar: Utopia and Anti-Utopia in Modern Times L. Sargisson: `Contemporary Feminist Utopianism' in Literature and the Political Imagination, eds. J. Horton and A. T. Baumeister L. Sargisson, Contemporaray Feminist Utopianism L. Sargisson, Utopian Bodies L. Sargisson, Fools Gold B. Taylor, Eve and the New Jerusalem Z. Bauman, Socialism, the Active Utopia J. Passmore, The Perfectibility of Man E. Hansot, Perfection and Progress B. Levin: A World Elsewhere (not strongly recommended!) G. Kateb: Utopia and its Enemies J. Hertzler, The History of Utopian Thought D. Hardy, Utopian England M. Kaufman, Utopias, or Schemes of Social Improvement P. Sington & D. Sington Paradise Dreamed R Jacoby, The End of Utopia Notable Critics of Utopianism I. Berlin: Four Essays on Liberty K. Popper: The Open Society and Its Enemies, Vol. I M. Oakeshott: Rationalism in Politics (first chapter) J. Gray, Straw Dogs Collection of Essays B. Goodwin (ed.): The Philosophy of Utopia. Claeys, G (ed) Utopian Literature R. Schaer, G. Claeys, L. Sargent (eds.) Utopia: the search for the ideal society F.E. Manuel (ed.): Utopias and Utopian Thought E. Kamenka (ed.): Utopias K. Kumar & S. Bann (eds.): Utopias and the Millennium T. Moylan & R. Baccolini: Utopia, Method, Vision P. Alexander & R. Gill (eds.): Utopias

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date

Feedback in/after Formative 1 Topics to be chosen in week 1 class on day of Presentation presentation

International Summer School module outlines 2014

Nature of feedback

Oral appraisal

International Summer School 2014 Module Outlines Assessment Type

Formative 2 Utopian Scheme

Assignment Deadline Week 4 Workshop

Return date

Nature of feedback

Feedback in/after class on day of presentation

Oral appraisal of exposition of ideas and delivery

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Formative 1 Oral Presentation: 7 minute talk addressing issues raised by the seminar reading/question and handout. Formative 2 Oral Presentation and response to class questions. (7 minutes) This should be an individual or pair-work presentation of a utopian scheme devised by the presenters.

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Assignment Deadline

Return date

Nature of feedback

Coursework

80%

July 2014

Sept 2014

Written comments and grade

Presentation Handout

20%

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Essay: The essay should be 2,800 words and submitted by 23 July 2014. Some advice on writing essays for this module: This is NOT like English literature where quotations are an important part of the essay technique: it is only necessary to use quotations if you think they are very striking (like the `purge, expel, banish, kill' quotation from Popper) or if they convey their meaning with an economy of words - something like `everyone shall take what he needs from the common store' (More). Quotations are costly in terms of using up words and if you can paraphrase something in fewer words you have more space to say other things. However, the occasional quotation helps convince the reader that you've read the book and not just someone else's account of it. The use of examples: obviously, you need enough examples from actual utopias to illustrate your arguments; it may be possible to summarise or combine examples, i.e. `both More and Morris believed in the importance of everyone taking a share in agricultural work'. Ideally there should be a balance between arguments about the `themes' which we've discussed - work, property, law, and so on - and references to utopias which illustrate these themes. Ideally you would also add references to academic books or articles which throw light on the question you are discussing. The form of the essay should be the familiar one: introduction (including examining any terms in the essay title which require definition); develop the argument - referring to utopias where relevant; the case against the argument (if there is one) or an evaluation of the argument; conclusion. Presentation hand-out Credit will be given for its structure, contents, conciseness, sources and usefulness to other members of the class as a learning tool. The presentation hand-out should be 1,200 words approximately and should be handed in for final assessment on 18 July 2014.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Plagiarism You should familiarise yourself with the University definition of plagiarism and be aware of the procedures and penalties for plagiarised work. Collusion is the attempt to pass off the work of two or more students as the work of one and is also regarded seriously and is liable to similar punishment. For more information on plagiarism and collusion go to: http://www.uea.ac.uk/plagiarism/plagiarismpolicy

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment 1

Summative Assessment 2

List outcomes

To successfully produce and deliver a presentation on a question relating to utopias/dystopias and to respond effectively to questions from the group.

To plan and deliver a short account of a utopian idea from the studentâ&#x20AC;&#x2122;s own imagination and to describe and convey the potential force/appeal of this idea/scheme to colleagues and to defend its relevance.

To produce an essay that satisfies formal academic conventions and draws on scholarly engagement. It should be properlyannotated, wellstructured and written. It should make a case which is clear and persuasive, and be supported by appropriate evidence.

To produce a short handout which is a helpful study aid to the other members of the group. Although shorter, it should have similar qualities to an essay, exhibiting good organisation of ideas, appropriate annotation and clarity/accuracy of expression.

Section 9 â&#x20AC;&#x201C; Employability Research skills

Teamwork

Communication

Presentation

Students will learn to draw on a wide range of materials & sources to construct and present an argument.

Students will be required to work in pairs and groups throughout the module. Pair/group work will include both discussion of seminar questions, analysis of worksheets and, for those who choose this format, in the construction and delivering of a personal utopian scheme.

Students will gain experience articulating their ideas through class discussions, presentations and writing.

Students will improve the skills necessary to present their work and to respond to questions from their colleagues and the seminar leaders. They will have practised taking the lead in a debate and raise and respond to questions, and devise handout to accompany a talk.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

British Film and Television

School of Film, Television and Media Studies (FTM)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title British Film and Television Module code FTMF2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014

School of Study Academic Module Description

Film, Television and Media Studies Dr Eylem Atakav This module will introduce students to a range of different forms and periods within the history of British film and television. It aims to provide students with an understanding of the key debates that surround British film and television; to examine its production, mediation and consumption. Through seminar sessions and field trips students will engage with key issues in the analysis of British film and television, whilst also having opportunities for close analysis of key texts, figures and periods. More specifically the module will critically evaluate claims about the realist tradition within British film and television production, while simultaneously examining the centrality of spectacle. It will discuss the British film studios and the developing relations between film and television production; analysing a range of British genres and exploring debates over the situation of British stars and directors. It will also cover the preoccupation with historical materials in British film and television production, asking students to question its centrality. With importance that dates back to the earliest days of both media, the module will scrutinise the concept of national cinema; observing the importance that international markets, and their audiences, have to both film and television production.

Pre requisites Fieldtrips

By the end of this module students will have gained skills in: • Knowledge and Understanding. By the end of the module students should have an understanding of the key debates over British film and television; the production, mediation and consumption of British film and television; a range of forms and periods within the history of British film and television. • Intellectual Skills. Apply ideas and concepts in the discussion of aspects of British film and television. Construct coherent and independent arguments. • Professional Skills. The module will develop students' ability to: Select, sift and synthesize information from a variety of materials. Write accurately and grammatically and present written material using appropriate conventions. • Transferable Skills. The module will develop students' ability to: Manage a large body of information. Use IT to word-process their assessed work. Speak and write cogently about a chosen subject. Students should come equipped with an interest in learning about British Film and Television. No specific knowledge or experience is required. Field trips will be involved in this module and may include: • The north Norfolk coast (British seaside and the location of many British films, including the ending of Shakespeare in Love) • Medieval Norwich (location for numerous films including the fairytale adventure Stardust) • Cambridge

International Summer School module outlines 2014

International Summer School 2014 Module Outlines School Profile

School of Film, Television and Media Studies was one of the first British universities departments to develop the study of television and film. In the most recent quality assessments by the Higher Education Funding Council, the teaching level was adjudged excellent (with a score of 23 out of a possible 24) and research in the sector achieved a top rating of 5*. Publishing extensively, the School is at the forefront of the field, making it an ideal environment in which to learn about film and television from leading scholars in the field. For more information on the please visit: http://www.uea.ac.uk/ftm.

Section 2 – Details of module Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

The module will explore the key issues in the analysis of British film and television. It will cover the conditions of their production, mediation and consumption, while also providing opportunities for close analysis of key texts, figures and periods. For example, it will examine the British film studios and the developing relations between film and television production; it will discuss the claims about the realist tradition within British film and television production, while simultaneously examining the centrality of spectacle within British film and television; it will analyse a range of British genres; it will explore debates over the situation of British stars and directors; it will study the preoccupation with historical materials in British film and television production; and finally, it will scrutinize the concept of national cinema and observe the importance of international markets to both film and television production, an importance that dates back to the earliest days of both media. The module aims: provide students with understanding of the key debates over British film and television; to examine the production, mediation and consumption of British film and television; to explore a range of different forms and periods within the history of British film and television.

a) Knowledge and Understanding. By the end of the module students should have an understanding of the key debates over British film and television; the production, mediation and consumption of British film and television; a range of forms and periods within the history of British film and television. b) Intellectual Skills. Apply ideas and concepts in the discussion of a variety of aspects of British film and television. Construct coherent and independent arguments. c) Professional Skills. The module will develop students’ ability to: Select, sift and synthesize information from a variety of materials. Write accurately and grammatically and present written material using appropriate conventions.

d) Transferable Skills. The module will also develop students’ ability to: Manage a large and disparate body of information. Use IT to word-process their assessed work. Speak and write cogently about a chosen subject area.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Links Where does this fit into my current studies?

This module would be ideal if you are currently studying Media Studies or any Media related modules. However, no prior knowledge is needed to study this module.

Section 3 – Teaching Team Module Convenor

Others

Dr Eylem Atakav (academic lead and convenor) studied for her degree in Film and Television Studies at Ankara University in Turkey. She then went on to do a Masters degree in Media Studies at Southampton Solent University where she also completed her doctoral thesis ‘The Representation of Women in Turkish Cinema in the 1980s’. She has taught both at Solent (2005-09) and the University of Winchester as lecturer in Media, Film and Television Studies (2007-2009). She is the co-editor of online film studies journal Cinemascope and is a member of the advisory board of Sine/Cine. In 2014 the teaching of the module will include all FTM members of staff for the introductory and conclusion sessions. The module will be taught by Dr Eylem Atakav, Dr Melanie Williams, Dr Keith Johnston and Dr Sarah Godfrey.

Section 4a - Module Study Hours Pre-Module Preparatory Reading Notional study hours 56 hours (over 4-6 weeks) It is a normal expectation that students registered on UEA modules will carry-out preparatory reading prior to engaging with the taught element of a module. In the case of ISS modules, this should be spread (ideally) over the 4-6 week period prior to arrival at UEA. This not only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context.

144 hours Whilst at the University it is expected that students on ISS modules will commit 8 hours of study time per day (during weekdays) and a minimum of 8 hours per weekend. This equates to a total of 144 hours.

Total 200 hours This is the total notional study time for the module, which includes attendance at lectures/field sessions, seminars, reading, preparation of coursework, independent study and all other forms of study associated with modules.

Expected timetable (TBC) Week 1

Topic

Reading

Introduction: What is British Film & Television?

Lecture and discussion: What do students think of as ‘British’ in relation to film and television?

Andrew Higson (1995), ‘British Film Culture and the Idea of National Cinema,’ in Waving the Flag: Constructing a National Cinema in Britain. Oxford, OUP, pp. 4-25.

Industry and Institutions 1: British Film

Screening: A Personal History of British Cinema by Stephen Frears (Dibb/Frears, 1997) Lecture: British Film Industry and Working Title Screening: Four Weddings and a Funeral (Newell, 1994)

International Summer School module outlines 2014

Sarah Street (1997) ‘The fiscal politics of film,’ in British National Cinema, pp. 4-27. London: Routledge

International Summer School 2014 Module Outlines Industry and Institutions 2: British TV

Industry and Institutions 3: Britain as Transnational Industry?

Lecture: British Television Industry and the BBC Screening: Doctor Who (BBC, 1963-) / Eastenders (BBC, 1985-) / Strictly Come Dancing (BBC, 2004-) Screening: The End of the Affair doc (30 mins) Workshop task: students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad

Marcia Landy, ‘The Other Side of Paradise: British Cinema From an American Perspective,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 63-80. and/or Pierre Sorlin (2000), ‘From The Third Man to Shakespeare in Love: fifty years of British success on Continental screens,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 80-91.

Week 2

Topic

Reading

British Genres 1: Introduction British Genres 2: Film comedy

Lecture and seminar discussion of genre and awareness of ‘British’ genres Screening and discussion: Carry On Cleo (Thomas, 1964) / Monty Python and the Holy Grail (Gilliam/Jones, 1974) / The Inbetweeners Movie (Palmer, 2011) Screening and discussion: Hancock’s Half Hour (BBC, 1956-60)/ Coupling (BBC, 2000-04)/ Free Agents (C4, 2009) Lecture: Realism and the British media industries Screening: Coal Face (Cavalcanti, 1935) and Brassed Off (Herman, 1996)

Sarah Street again – two chapters on genre in British National Cinema?

British Genres 2: TV comedy British Genres 3: Social Realism and Documentary on film and television British Genres 3: Social Realism and Documentary

British Genres 4: Horror film

British Genres 4: Horror TV

Workshop: students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in the morning session Lecture: Screening: Dead of Night (various, 1945) / Curse of Frankenstein (Fisher, 1957) Dog Soldiers (Marshall, 2002) Screening: Ultraviolet (C4, 1998) / episode of The League of Gentlemen (BBC, 1999-2002) Seminar discussion: Practical task: storyboarding a horror sequence

Week 3

Topic

Authorship and British Cinema 1: Introduction TV authorship: Victoria Wood

Lecture:TBA Screening: TBA Screening: Victoria Wood: As Seen on TV (BBC, 1985)/ Dinnerladies (BBC, 1998-2000) Seminar discussion

International Summer School module outlines 2014

Brett Mills (2009), ‘Genre,’ in The Sitcom. Edinburgh: EUP, pp. 24-49. Andrew Higson (1986) ‘Britain’s Outstanding Contribution to the Film: the documentaryrealist tradition.’ In Barr (ed.), All Our Yesterdays, pp. 72-97.

Peter Hutchings (1993) ‘For sadists only? The problem of British horror,’ in Hammer and Beyond: The British Horror Film. Manchester: MUP, pp.3-23.

Reading

International Summer School 2014 Module Outlines Film authorship: Joseph Losey

Screening: The Go-Between (Losey, 1970) Seminar discussion

David Caute, ‘The Go-Between: A Norfolk Summer and Deadly nightshade’, in Joseph Losey: A Revenge on Life (London: Faber, 1994), pp. 253-277. Kevin Brownlow, ‘Into the Furnace’, in David Lean (London: Fbaer, 1997), pp. 402-438. Imelda Whelehan, ‘Adaptations: the contemporary dilemmas,’ in Deborah Cartmell and Imelda Whelehan (eds.), Adaptations: From Text to Screen, Screen to Text (London: Routledge, 1999), pp. 3-19.

Film authorship: David Lean

Authorship and Adaptation

Screening: Lawrence of Arabia (Lean, 1962) Lecture: Lean and ‘British’ authorship Seminar discussion Lecture: Adaptation theory in British film and TV Seminar discussion around fidelity across media Practical task: students to ‘adapt’ a chapter / pages from classic novel into script form

Week 4

Topic

Reading

Stardom and Gender 1

Lecture: British film and the crisis’ of masculinity

Claire Monk (2000), ‘Men in the 90s,’ in British Cinema of the 90s, ed. Murphy.

Stardom and Gender 2

British Cinema and TV

Screening: The Full Monty (Cattaneo, 1997), Football Factory (Love, 2004), Lock, Stock and Two Smoking Barrels (Ritchie, 1998), Outlaw (Love, 2007), Jack and Sarah (Sullivan, 1995) Lecture: Postfeminism and British Cinema Screening: Spice World (Spiers, 1997), Bend it Like Bekham (Chadha, 2002), Bridget Jones’ Diary (Maguire, 2001)

Final seminar-based discussion session (featuring all staff)

Justine Ashby (2004), Postfeminism in the British Frame, in Cinema Journal and/or Justine Ashby (2010), ‘It’s Been Emotional’ in British Women’s Cinema, eds. Melanie Bell and Melanie Williams Charlotte Brunsdon,(2000) Not Having It All, Imelda Whelehan (2000) Overloaded: Popular Culture and the Future of Feminism, chapter 2 Robert Murphy (2008) ‘Bright Hopes, Dark Dreams: A Guide to New British Cinema,’ in The British Cinema Book, pp.395-407.

Section 5 - Teaching Sessions Lecture Programme – details for each lecture can be found in the module document/schedule What is ‘British’ Film and Television? British Film Industry and Institutions British TV Industry and Institutions Britain as Transnational Industry British Genres: Comedy

International Summer School module outlines 2014

International Summer School 2014 Module Outlines British Genres in Television British Genres: Social Realism and Documentary on Film and television British Genres: Horror Film British Genres: Horror TV Authorship and British Cinema and TV Authorship and Adaptation Stardom and Gender

Seminar Programme – details for each session can be found in the module document/schedule ‘British’ genres British comedy Horror television Gender and British film and television The Go-Between screening discussion David Lean and authorship Adaptation and fidelity across media

Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-ins Workshop task: students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad Workshop: students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in session on the topic Practical task: students to ‘adapt’ a chapter / pages from classic novel into script form Practical task: storyboarding a horror sequence There will also be screenings which are outlined above.

Section 6 – Study materials Required Reading

Andrew Higson (1995), ‘British Film Culture and the Idea of National Cinema,’ in Waving the Flag: Constructing a National Cinema in Britain. Oxford, OUP, pp. 4-25. Sarah Street (1997) ‘The fiscal politics of film,’ in British National Cinema, pp. 4-27. London: Routledge Marcia Landy, ‘The Other Side of Paradise: British Cinema From an American Perspective,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 63-80. and/or Pierre Sorlin (2000), ‘From The Third Man to Shakespeare in Love: fifty years of British success on Continental screens,’ in Ashby & Higson (eds.) British Cinema: Past and Present. London: Routledge, pp. 80-91. Sarah Street again – two chapters on genre in British National Cinema? Brett Mills (2009), ‘Genre,’ in The Sitcom. Edinburgh: EUP, pp. 24-49. Andrew Higson (1986) ‘Britain’s Outstanding Contribution to the Film: the documentary-realist tradition.’ In Barr (ed.), All Our Yesterdays, pp. 72-97. Peter Hutchings (1993) ‘For sadists only? The problem of British horror,’ in Hammer and Beyond: The British Horror Film. Manchester: MUP, pp.3-23. David Caute, ‘The Go-Between: A Norfolk Summer and Deadly nightshade’, in Joseph Losey: A Revenge on Life (London: Faber, 1994), pp. 253-277. Kevin Brownlow, ‘Into the Furnace’, in David Lean, pp. 402-438. Imelda Whelehan, ‘Adaptations: the contemporary dilemmas,’ in Deborah Cartmell and Imelda Whelehan (eds.), Adaptations: From Text to Screen, Screen to Text (London: Routledge, 1999), pp. 3-19. Claire Monk (2000), ‘Men in the 90s,’ in British Cinema of the 90s, ed. Murphy. Justine Ashby (2004), Postfeminism in the British Frame, in Cinema Journal Justine Ashby (2010), ‘It’s Been Emotional’ in British Women’s Cinema, eds. Melanie Bell and Melanie Williams Charlotte Brunsdon,(2000) Not Having It All, Imelda Whelehan (2000) Overloaded: Popular Culture and the Future of Feminism, chapter 2

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Robert Murphy (2008) ‘Bright Hopes, Dark Dreams: A Guide to New British Cinema,’ in The British Cinema Book, pp.395-407.

Recommended further reading Other study materials

Further reading for each session will be distributed in each session. Screenings – further screening suggestions will also be distributed in each session.

Section 7 - Formative Assessment Assessment Type

Formative 1

Assignment Deadline TBC

Return date

Nature of feedback

N/A

In class and if the student wishes in one-to-one or group tutorials

Assignment detail (e.g. title, type, module test length, word limit, presentation length) 1. Students will be given fictional film / TV series, and have to design a marketing campaign for audiences in the UK and abroad 2. Students assigned practical ‘in camera’ production exercise to plan, film and present a documentary that relates to the debates and topics raised in the morning session 3. Storyboarding a horror sequence 4. Students to ‘adapt’ a chapter / pages from classic novel into script form 5. In class participation to discussions/seminars

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Assignment Deadline

Return date

Nature of feedback

Coursework

50%

TBC

Written feedback and tutorials

Assignment detail (e.g. title, type, module test length, word limit, presentation length) The students will be asked to provide a 1,000 word critical essay on the topic of ‘What is British Cinema and/or TV?’. They will be asked to reflect upon the discussions on the first week of the module around national cinema/TV and critically reflect upon theories as well as examples they may have been familiar with. This assignment will give students an opportunity to reflect upon the expectations around studying British film and television at the same time as focusing on their critical thinking skills. Assessment Percentage (%) Dates Feedback Type TBC In class and/or individual Presentations 50% tutorials Assignment detail (e.g. length of exam, rubric) Students will be asked to prepare a 5-10 minute presentation on their chosen topic studied on the module. This will allow students to focus on their theoretical skills as well as communication and presentation skills.

Section 8b - Assessment of module outcomes

Learning Outcomes List outcomes

Formative Formative Assessment 1 Assessment 2

Formative Assessment 3

Formative Assessment 4 and 5

Consider different marketing strategies for British film and television products.

Consider the significant elements of storyboarding. Examine theoretical debates in the British horror genre in film and television.

Explore theories on adaptation. Consider adaptation in the context of scriptwriting. Assignment 5 aims to improve students’ skills in articulating theoretical viewpoints in class.

Examine the meanings of debates around social realism and film and television aesthetics. Learn how to do ‘in camera’ production.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Section 9 - Employability Communication

Problem solving

Teamwork

The students will apply complex ideas and concepts in the discussion of a variety of aspects of British film and television. Students will be able to select and synthesize information from a variety of materials.

The module will develop students' ability to work in groups in discussing theoretical debates and in producing practical work.

The students will gain communication skills and be able to articulate their ideas in theory as well as practical work (eg scripts, films, adaptation) Write accurately and grammatically and present written material using appropriate conventions.

International Summer School module outlines 2014

Presentation The students will gain skills necessary in presenting their work both theoretically and practically Speak and write cogently about a chosen subject area.

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Contemporary British Theatre

School of Literature, Drama and Creative Writing (LDC)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Contemporary British Theatre Module code LDCD2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014

School of Study Academic Module Description

Literature, Drama and Creative Writing Anthony Frost Presented by the Drama department, this module is designed to offer students an insight into contemporary British theatre. Through an integrated program of theatre visits, specialist talks and seminar sessions, students will have the opportunity to go behind the scenes and learn directly from the industry experts of British theatre. Students on the module will divide their time equally between the University of East Anglia in historic Norwich and the nation’s bustling capital, London. For the middle two weeks of the module, students will be resident in London, exploring both classical and contemporary plays. Theatre visits will be an integral part of the programme and shall be accompanied by a follow-up seminar conducted by one of the University’s Drama specialists. This will be preceded by an introductory talk from industry experts, such as a London-based theatre critic or director, or by a backstage tour of a major theatre. There will also be free time to explore the capital and to see other productions as students wish. The two weeks that bookend the London-based activities will be spent at UEA and will include social events and preparatory seminar work; as well as further visits to current productions in the East Anglian region.

Pre requisites Fieldtrips

The assessment of this 20 credit module will involve the writing of reviews and a short essay in the final week. Support for these assessments will be provided through engaged discussions in seminars. Student participation in the series of guided theatre visits and productions will also help to equip students with a relevant critical vocabulary. Students should come equipped with an interest in learning about British Theatre. No specific knowledge or experience is required. Field trips will be an integral part of this module and may include: • •

School Profile

Organised guided tours to theatres in Norfolk and London Planned talks by professionals working within theatre • Theatre Performances The drama department at the University of East Anglia is recognised by prospective entrants and professionals as one of the leaders in the UK. Ranked 2nd in the country in the Guardian University Guide 2012, the department leaves other prestigious theatre and drama schools in its shadow. The Teaching Quality Assessment report highlights the "distinctiveness and diversity" of the programmes provided by Drama, and courses are renowned for their strong practical emphasis on all aspects of dramatic production, combined with the study of the theory, history and social significance of drama. For more details on the department and the school of Literature, Drama and Creative Writing please visit: www.uea.ac.uk/lit.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 2 – Details of module Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

The module offers insights into contemporary British theatre practice, with particular emphasis on seeing, discussing and writing about current examples of classical and contemporary drama in London and the East Anglian region. The module will equip you with a critical vocabulary and a sense of group work by means of a series of practical workshops, guided theatre visits to current productions with follow-up seminar discussions, and a series of introductory talks from specialists (e.g. academics, theatre critics, backstage guides, theatre directors). You will have a good sense of the wide range encompassed by contemporary theatre practice. You will gain an insight into the practices of theatre journalism. You will be able to write cogently about the British theatre’s relationship to its past (through examples chosen from the classical repertoire in contemporary production) and present (by looking at the most recent, engaged work). You will be able to discuss the thematic and stylistic issues presented in such works. You will be able to write succinct and accurate theatre reviews.

This module would be ideal if you are currently studying Drama or are taking drama orientated modules. However, no specific prior knowledge of contemporary British theatre is needed to take this module.

Section 3 – Teaching Team Module Convenor Others

Anthony Frost

Occasional specialist tutors from HUM faculty, supplemented by external experts (e.g. Nick Curtis of the London Standard, Sam Marlowe of The Times, Aleks Sierz)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 4 - Expected Study Hours Total hours

Activity

Details

Lectures

Introductions to individual plays, and specialist talks on aspects of theatre journalism, contemporary theatre etc. Reading plays in advance of visits

3 hours

Practical workshops, visits to plays, follow-up seminars

Seminars 12 hours Workshops 6 hours Theatre visits 18 hours 2 hours

Pre-lecture preparatory reading and post-lecture follow up reading Seminars Formative assessment Feedback sessions Assessed module paper Further seminar in preparation for coursework essay Total

2 theatre reviews of plays seen

% of credit 10%

6 hours

40%

10%

Tutorials available on request 2500 word essay, 100% module grade

40% 1 hour

48 hours

100%

Section 5 - Teaching Sessions Lecture Programme Depending on which plays are chosen – based on availability each summer: Lecture 1 London Theatre Critic (e.g. Sam Marlowe, Times Drama critic, practice of reviewing plays). Lecture 2 London Classical Theatre (e.g. Nick Curtis, Arts Editor of the Standard, Theatre’s sense of its past) Lecture 3 London Fringe Theatre (e.g., Aleks Sierz, scholar, on contemporary theatre issues)

Seminar Programme Introduction in Norwich: ‘Seeing’ a Play: Establishing a critical vocabulary, explanation of assessment criteria. Practical Group Workshop to develop group skills and to develop a sense of plays as objects for performance rather than simply for academic study. Theatre Visit 1 + follow-up seminar discussion (East Anglia) Theatre Visit 2 + follow-up seminar discussion Practical tour of e.g. The Globe or National backstage Theatre Visit 3 + follow-up seminar discussion (London Classical e.g. Globe or RNT) Theatre Visit 4 + follow-up seminar discussion Practical workshop on e.g. improv, clowning, physical theatre (to establish a different theatrical vocabulary) Theatre Visit 5 + follow-up seminar discussion (London Contemporary fringe theatre) Theatre Visit 6 + follow-up seminar discussion (“ “) Final seminar: towards essay preparation (early Week 4, Norwich)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-ins Much of the module is delivered through fieldwork (i.e. seeing plays) and through workshops. There will also be the opportunity for tutorials, especially in the final week back in Norwich as students write their essays.

Section 6 – Study materials Aleks Sierz, Rewriting the Nation rd Simon Sheperd & Mick Wallis, Studying Plays 3 ed.

Required Reading Recommended further reading

Texts of individual plays studied, available at the theatres, at French’s Theatre Books, or at the RNT Bookshop.

Other study materials

Contemporary theatre reviews; and some examples of good practice drawn from e.g. Irving Wardle’s Theatre Criticism, and Michael Billington’s collected reviews

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 1

End Week 1

Mid Week 2

Comments on submitted work

Assignment detail (e.g. title, type, module test length, word limit, presentation length) A review of either of the pieces seen in week 1, max 500 words. Assessment Assignment Return date of marked work Type Deadline

Formative 2

End Week 3

Early Week 4

Nature of feedback

Comments on submitted work

Assignment detail (e.g. title, type, module test length, word limit, presentation length) A review of any of the pieces seen in London in weeks 2 or 3, max 500 words

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Coursework 100%

Assignment Deadline

Return date

Nature of feedback

Mid Week 4

After Summer School ends

Written comments on essay

Assignment detail (e.g. title, type, module test length, word limit, presentation length) A critical essay on a topic arising from the material seen – e,g., a comparison of individual plays seen, or themes observed in them. Max 2000 words.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 8b â&#x20AC;&#x201C; Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

Guidance with writing style and vocabulary

Further guidance with style and observation of themes and theatrical devices

See above p.1 (ability to write cogent theoretical argument in respect of plays seen and discussed: practice in theatre journalism).

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group Work

Written Style and vocabulary

Coherent argument

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Creative Writing

School of Literature, Drama and Creative Writing (LDC)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title: Creative Writing Module code: LDCC2002S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014 Section 2 – Details of module

Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

Learning Outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

This module is for students with little previous experience of creative writing. We will be doing a number of in-class exercises based on objects, handouts, discussion and visualisation. On occasion we will study the work of established authors. Very often students will be asked to ‘write about what they know’, drawing on notebooks, memory, family stories, sensory impressions… In both prose and poetry we will concentrate initially on generating material. In prose we will go on to look at character, dialogue, point-of-view, ‘showing’ vs ‘telling’, plotting, etc. In poetry, we will begin to explore the possibilities of pattern and form, sound, voice, imagery, ‘making strange’, etc. Students should equip themselves with a notebook for everyday use and a file or folder in which to keep handouts and all written work. Students will be required to complete exercises in class and for homework and should be prepared to read their work aloud. The aim of this module is to get students writing prose fiction and poetry. At this stage it is important to experiment: not everything will come off, but students will learn from that. Along the way students will begin to develop an understanding of the craft elements of writing - the technical nuts and bolts. They will also acquire some of the disciplines necessary to being a writer - observation, keeping notebooks, writing in drafts, reading as a writer, submitting to deadlines, etc. By the end of the module students will have acquired competence and confidence in the writing of prose fiction and poetry. Through the practice of automatic writing and the keeping of observational journals students will be able to generate material that will enable them to produce original works of creative writing. Students will become adept at utilizing memories and sensory impressions in the construction of believable fictions and affecting poems. Students will have gained the resources for inventing and voicing characters in fiction and for deploying literary language to pleasing or surprising effect. Students will have gained an appreciation of the importance of ‘defamiliarisation’, and will have acquired an informed understanding of dialogue conventions, the limits and potential of narrative point of view, the fundamentals of structuring stories and poems, and the importance of drafting and revision. Students will be able to present work to a professional standard. This module would be ideal if students are currently studying any Humanities subject, particularly Literature or Languages, and would like to explore the possibilities of writing creatively. No prior knowledge or experience of Creative Writing is required.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor

Professor Andrew Cowan, Director of UEA Creative Writing. Andrew is a graduate of UEA with a first degree in English and American Studies and an MA in Creative Writing. Before joining the faculty in 2004 he was twice a Royal Literary Fund writing fellow at UEA, working with students on their expository and creative writing skills. Andrew was a longstanding tutor in Creative Writing for the Arvon Foundation and is the author of five novels, which have been published in 12 languages, including PIG, which was longlisted for the Booker Prize, shortlisted for five other literary awards, and won a Betty Trask Award, the Authors' Club First Novel Award, the Ruth Hadden Memorial Prize, a Scottish Arts Council Book Award and the Sunday Times Young Writer of the Year Award.

Others

TBC

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

Lectures/Seminars

Introduction Getting Started in Poetry Keeping Observational Journals Keeping Observational Journals: Using All Five Senses Using Memories Inventing Characters Voicing a Character: Interior Monologue Poetry Exercises Dialogue Point of View Structure Making Strange Tutorials Editing & Revising Workshopping

45 hours

10%

Pre-lecture preparatory reading and post-lecture follow up reading

Required Reading: Andrew Cowan: The Art of Writing Fiction (Pearson Longman) Some key books on being a writer: Dorothea Brande, Becoming a Writer (Macmillan) John Gardner, On Becoming A Novelist (Harper Perennial) Stephen King, On Writing: A Memoir of the Craft (NEL) Betsy Lerner, The Forest for the Trees: An Editorâ&#x20AC;&#x2122;s Advice to Writers (Macmillan)

17.5 hours

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Introductions to poetic form: Peter Sansom, Writing Poems (Bloodaxe) Sandy Brownjohn, The Poet’s Craft: A Handbook of Rhyme, Metre and Verse (Hodder & Stoughton) A couple of contemporary anthologies: Jo Shapcott & Matthew Sweeney, Emergency Kit: Poems for Strange Times (Faber) Neil Astley, The New Poetry (Bloodaxe) A couple of useful, critical works: David Lodge, The Art of Fiction (Penguin) James Wood, How Fiction Works (Vintage) Observational Diary: Students to keep an observational diary throughout the module.

Formative assessment

Feedback sessions Assessed module paper Total

Work completed for final Artist’s Model exercise (800 words) should be revised and typed up for tutor to read, annotate and comment upon. The final poetry exercise on Day 4 (minimum 14 lines) should be completed and typed up for tutor to read, annotate and comment upon. The tutor will assign half a day for 1-2-1 tutorials. A short story of 2,000 words and 4 - 6 poems totalling approximately 46 lines OR a short story of 1,500 words and 6 - 12 poems totalling approximately 94 lines. -

Assessment times are included in the lecture/semina r/workshop sessions

Included in lecture/semina r sessions 8 hours

90%

Approx 71 hours

Section 5 - Teaching Sessions Lecture Programme – details for each lecture Introduction An introduction to the module and each other; automatic writing exercises Getting Started in Poetry Poetry starter exercises and automatic writing exercises Keeping Observational Journals Beginning the practice of keeping observational journals as a resource for fiction and poetry; field trip to city centre Keeping Observational Journals; Using all Five Senses Discussion and exercises; utilising sensory impressions to produce prose fiction Using Memories Discussion and exercises; utilising memories and what we know to produce prose fiction

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Inventing Characters Using notebooks, photographs and visualisation as resources for inventing characters in fiction; exercise in writing a self-portrait Voicing a Character: Interior Monologue Voicing a character: interior monologue; field trip to Sainsbury Centre as a stimulus to the invention of fictional characters Poetry Exercises Poetry starter exercises: making strange; using objects for poetry Dialogue Discussion of dialogue conventions; exercises using given words and stories to produce dialogue Point of View Discussion and exercises exploring the limits and potential of various narrative points of view Structure Discussion and exercises to explore structure in stories Making Strange Discussion and exercises in the art of ‘defamiliarisation’ Tutorials Individual tutorials to discuss formative assessment exercise and class contribution Editing & Revising Editing exercises; discussion of nuts & bolts technical issues Workshopping Group workshopping of works for final assessment

Section 6 – Study materials Required Reading

Andrew Cowan: The Art of Writing Fiction (Pearson Longman)

Recommended further reading

Some key books on being a writer: • Dorothea Brande, Becoming a Writer (Macmillan) • John Gardner, On Becoming A Novelist (HarperPerennial) • Stephen King, On Writing: A Memoir of the Craft (NEL) • Betsy Lerner, The Forest for the Trees: An Editor’s Advice to Writers (Macmillan) • Flannery O’Connor, Mystery and Manners (Farrar, Straus and Giroux) A couple of introductions to poetic form: • Peter Sansom, Writing Poems (Bloodaxe) • Sandy Brownjohn, The Poet’s Craft: A Handbook of Rhyme, Metre and Verse (Hodder & Stoughton) A couple of contemporary poetry anthologies: • Jo Shapcott, Matthew Sweeney, Emergency Kit: Poems for Strange Times (Faber) • Neil Astley (ed), The New Poetry (Bloodaxe) A couple of useful, readable critical works: • David Lodge, The Art of Fiction (Penguin) • James Wood, How Fiction Works (Vintage) As for fiction, the possibilities are endless but students need to try to read widely, especially in contemporary fiction, and try to read as a writer: think about the techniques used and the effects achieved. Students will need to apply what they learn in their own writing. The following are some contemporary writers who have studied or taught at UEA: Naomi Alderman, Tash Aw, Trezza Azzopardi, Richard Beard, Lynne

Other study materials

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Bryan, Angela Carter, Amit Chaudhuri, Tracy Chevalier, Andrew Cowan, Helen Cross, Joe Dunthorne, Anne Enright, Diana Evans, Stephen Foster, Adam Foulds, Kazuo Ishiguro, Anjali Joseph, Panos Karnezis, Ian McEwan, Mark McNay, Ben Rice, Ali Smith, Rose Tremain, Clare Wigfall…. A complete list of UEA writers can be found on our website (under ‘Alumni’): www.uea.ac.uk/creativewriting

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date

Nature of feedback

Formative 1

July 2014

TBC

Comments on submitted work and discussion in tutorials

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Work completed for final Artist’s Model exercise (800 words) should be revised and typed up for tutor to read, annotate and comment upon. Assessment Assignment Return date Nature of feedback Type Deadline

Formative 2

July 2014

TBC

Comments on submitted work and discussion in tutorials

Assignment detail (e.g. title, type, module test length, word limit, presentation length) The final poetry exercise on Day 4 (minimum 14 lines) should be completed and typed up for tutor to read, annotate and comment upon.

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Coursework 90%

Assignment Deadline

Return date

Nature of feedback

July 2014

TBC

Written feedback on returned work

Assignment detail (e.g. title, type, module test length, word limit, presentation length) A short story of 2,000 words and 4 - 6 poems totalling approximately 46 lines OR a short story of 1,500 words and 6 - 12 poems totalling approximately 94 lines Assessment Type

Percentage (%)

Dates

Nature of feedback

Class contribution

10%

Whole module

1-2-1 tutorial

Assignment detail (e.g. length of exam, rubric) Guidance will be given at the start of the module on the class contribution requirements, and the students’ performance will be monitored in each of the sessions. International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

Control of prose technique and style, including management of narrative voice and point of view.

Control of poetic technique and style, including management of lyric voice and poetic structure.

Ability to invent and give voice to characters in fiction and to deploy literary language to pleasing or surprising effect. An appreciation of â&#x20AC;&#x2DC;defamiliarisationâ&#x20AC;&#x2122;, and an informed understanding of dialogue conventions, the limits and potential of narrative point of view, the fundamentals of structuring stories and poems, and the importance of drafting and revision. An ability to present work to a professional standard.

Exam

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Advanced ability to think creatively.

Contribute to group discussions and develop in response to group feedback.

Exemplary written communication skills and requirements of a readership.

Well-edited and grammatical written work to professional standard.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Plague and Disease in the Medevial City

School of History (HIS)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Plague and Disease in the Medieval City Module code: HISH2002S

Credit value: 20 UK

Academic Year: 2013-2014

Semester: Summer 2014

School of Study Academics Module Description

History Dr. Joy Hawkins; Dr. Sarah Spooner; Prof Carole Rawcliffe; Ms Sarah Hall; Ms Elizabeth Macdonald. ‘Plague and Disease in the Medieval City’, is an interdisciplinary module which examines the health and illnesses of the urban population in England and Northern Europe in the late Middle Ages as well as the beginning of the early modern period. By using the unparalleled riches of Norwich’s medieval buildings and landscape as the starting point, students will investigate standards of living alongside patterns of disease and the relative effectiveness of both individual and corporate actions in halting the spread of plague within the medieval city. Supplementary iconographical, archaeological and documentary evidence from other cities, including Coventry, Winchester, York, London, Florence and Paris, will also be used. We will examine the main influences upon the developments within medicine and its practice from the twelfth to the seventeenth centuries, focusing in particular on the period 1300-1500. We will consider the differences and similarities in the way that individuals and municipal authorities reacted to the two notorious epidemics in English history: the Black Death of 1348-51 and the Great Plague of 1665-66. The impact of medical theory on urban politics and planning will also be analysed, as will be the close connection between the Church and medicine during the medieval period before the impact of the Reformation, notably through the medium of religious iconography. The module will conclude by assessing the influences upon and developments within medicine and its practice which took place over this five hundred year period and look at whether any of these were reflected in the changes which took place in Norwich during the same period.

Pre requisites Fieldtrips

Students should come equipped with an interest in learning about medieval and early modern medicine. No specific knowledge or experience is required. Fieldtrips will be taken to: • Norwich Cathedral • Mousehold Heath • Norwich’s medieval walls • Dragon Hall • Norwich Market Place • The Great Hospital • Norfolk Heritage Centre to examine original documentation • St Julian’s Shrine, Norwich • Shrine of Our Lady, Walsingham Abbey, Walsingham

International Summer School module outlines 2014

International Summer School 2014 Module Outlines The School of History brings together one of the largest groups of historians in the UK, specialising in the political, social and cultural history of Britain and Europe from Middle Ages to the Present. The most recent Research Assessment Exercise places 60% of the Schools research output as international or world quality. For more information on the School of History please visit: http://www.uea.ac.uk/his

School Profile

Section 2 – Details of module Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

This interdisciplinary module will examine the main influences upon the developments within medicine and its practice over a five hundred year period. It will focus primarily on the period 1300-1500, however comparisons will be made with both the earlier Norman period and the crisis of the mid-seventeenth century to determine the extent to which medical theory and practice developed. By using Norwich as our focal point and case study, this module will examine the main themes of medieval and early modern medical history, including the role of women in the provision of healthcare; the short and long-term impact of repeated epidemics on the well-being of urban populations; the emerging medical marketplace; the popularity of pilgrimage and the healing saints; the role of the medieval hospital and how medicine, and the plague in particular, was depicted in contemporary literature, including that of Chaucer, Boccaccio and the diaries of those living through periods of pestilence. This module uses Norwich’s medieval buildings and landscapes to help our students investigate standards of living, patterns of disease and the relative effectiveness of both individual and corporate actions in halting the spread of plague and disease within the medieval city. The lectures will be given by Dr Joy Hawkins, a Tutor in the School of History, whose research specialism is disease, disability and medicine in the urban environment during the later Middle Ages. Seminars and workshops will be split between Dr Hawkins, Ms Sarah Hall and Ms Elizabeth Macdonald. Ms Hall, and early modern specialist, will focus on the 1665 plague and the changes in medicine after the Reformation. Ms Macdonald, a tutor in medieval literature, will lead the class for sessions on the place of medicine in medieval and early modern literature. Fieldtrips will be lead by specialists in their fields: Prof. Carole Rawcliffe who has written extensively on hospitals, health and disease in medieval cities, will guide you around the Great Hospital, and Dr Sarah Spooner, a lecturer in landscape history, will show you the medieval landscape of Norwich and talk you around the original defences to show how the government of the city affected its layout.

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit in to my programme?

This module uses over 40 hours of lectures, seminars and fieldtrips to teach students about religion and medicine in medieval and early modern cities. Students who successfully complete this module will: • •

•

Be familiar with the main themes of European medicine before 1700. Understand the influences upon and developments within medicine and its practice from the twelfth to the seventeenth centuries. Gain an understanding of we how can utilise material culture alongside documentary evidence to examine themes in medical history.

This module would be ideal if you are currently studying History or any related History modules. However, no specific prior knowledge of this subject is needed to study this module.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Section 3 – Teaching Team Dr Joy Hawkins

Module Convenor

Dr Sarah Spooner; Prof. Carole Rawcliffe; Ms Sarah Hall; Ms Elizabeth Macdonald.

Others

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

See section 5

Pre-lecture preparatory reading and post-lecture follow up reading

See section 5

Seminars

See section 5

Pre-seminar preparation and follow up study

See section 5

Fieldtrips

• •

• • • •

•

Norwich Cathedral Mousehold Heath and Norwich’s medieval walls The Great Hospital Dragon Hall Norfolk Heritage Centre St Julian’s Shrine, Norwich The Shrine of Our Lady, Walsingham Abbey, Walsingham

100

Assessed module paper Total

International Summer School module outlines 2014

% of credit

100%

International Summer School 2014 Module Outlines Section 5 - Teaching Sessions Lecture, Seminar and Field Trip Programme – details for each lecture, seminar and field trip Introductory Session (Tuesday 2nd July 9.30-11.00) An introduction to the module. What is the importance of ‘change’ in historical study and why is Norwich such a good city to use as a case study for the history of medicine and society. Lecture One: Theory & Practice in Medieval Medicine: The Regimen of Health (Wednesday 3rd July 9.30-11.00) This lecture will introduce students to humoral theory which was the basis of all medical practice in the medieval West. We will consider how far it was actually utilised by laymen and women on a day to day basis when treating common ailments and illnesses which beset medieval people when they lived in the confines of an urban environment. We will also explore the important and often underrated role of women as primary care givers, providing therapeutics to their family and neighbours and explore how effective herbal remedies were in treating the sick. Because it was easier to maintain well-being than attempt to regain it once it was lost, we will also examine the theory behind the Regimen of Health and the Six Non-Naturals and consider how it could help people maintain their most prized possession – their health. This lecture will conclude by exploring the various prophylactics and therapeutics which were available to those living in urban areas, such as Norwich, during the fourteenth and fifteenth centuries. Lecture Two: Professional Medical Practitioners: Physicians, Surgeons & Apothecaries (Thursday 3rd July 14.30-16.00) This lecture will examine the vast medieval urban marketplace which emerged from the thirteenth century, and consider the role played by the professional practitioners, including physicians, surgeons, barbersurgeons and apothecaries, to treated the sick in medieval towns and cities. Each practitioner initially had his niche, but with the repeated epidemics throughout the fourteenth century, the lines between the medical treatments they offered became more blurred. Not surprisingly, a degree of rivalry sprung up between these professional practitioners and we will look at how satirists portrayed this taut relationship and whether patients benefitted from living in urban areas. Lecture Three: Medicine for the Soul (Monday 7th July 14.00-15.30) This lecture will examine the importance of medicine for the soul from the emergence of the doctrine of purgatory in the eleventh century and the Fourth Lateran Council of 1215 until the eve of the Reformation. During this period, theologians and the Church taught medieval men and women that spiritual care for the immortal soul should take precedence over any physical care for the temporary body. We will examine the extent to which such advice was followed and how far spiritual remedies, such as prayers and confession, filtered into medicine practiced and utilised by practitioners, especially during times of plague when people happily welcomed any help they were offered. Lecture Four: The Black Death and Standards of Living in the Fourteenth and Fifteenth Centuries (Tuesday 8th July 10.30-12.00) This lecture will examine the impact that very environment of the medieval city had on the health and wellbeing of its inhabitants. The dwelling houses in which people lived could cause a wide range of ailments and

International Summer School module outlines 2014

International Summer School 2014 Module Outlines illnesses from the close proximity of animals and humans to the smoke emitted from hearths before chimneys were widely used. In an era when little attention was paid to health and safety, most occupations had either a long or short term impact on employees’ health. In addition, the Black Death and the subsequent epidemics throughout the fourteenth and fifteenth centuries caused the death of up to two thirds of some town’s populations. We will explore to what extent the first outbreak of plague in 1348-9 was responsible for the high mortality rate in this period, and how far there were other contributing factors. We will also look at the impact that the plague had on ordinary people’s standards of living and the measures which were taken by both municipal governments and individuals to improve their local environment. Lecture Five: Medicine and Literature (Wednesday 9th July 9.30-11.00) A surprisingly high proportion of the information medical historians have uncovered about health and medicine in the medieval and early modern periods has originated from contemporary literature. This lecture will explore a selection of different genres; for example, the letters, especially those written by the female members of the Paston household; and medieval fictional accounts, including Boccaccio’s description of the plague arriving in Florence, Chaucer’s physician in the Canterbury Tales, and Shakespeare’s numerous medical references in his plays, there is a great deal of information ready to be unearthed if you just scrape the surface. Ordinary people had much greater access to ‘literature’ than has been previously acknowledged, and this lecture will explore how far ‘fictional’ accounts reflected the everyday reality of the medical theory and treatment which was on offer in medieval and early modern towns. Lecture Six: Pilgrimage and Healing Shrines (Monday 14th July 14.00-15.30) Right up until the eve of the Reformation, pilgrims travelled vast distances up and down the length of England seeking help from the numerous specialist Saints. Many, however, also sought help from the shrines on their doorsteps. In the city itself, Norwich Cathedral held the remains of St William of Norwich whose miracles were recorded by Thomas of Monmouth in the twelfth century. Urban pilgrims also travelled to Bromholm Priory on the Norfolk Coast which held remnants of the true cross, or Walsingham to visit an exact replica of the Holy House from Nazareth. This lecture will consider the different reasons why so many people embarked on these pilgrimages, how they chose which Saint to pray to or which shrine to visit, and consider how this reflected the close relationship between celestial and earthly medicine.

Seminar Programme – details for each session Seminar One: Women, Health and Illness in the Medieval Household (Thursday 3rd July 14.30-16.00) This seminar will introduce students to the role of women within the household as primary carers during the Middle Ages and whether this continued into the Tudor period and beyond. We will look at a selection of popular remedies and consider how women dealt with the wide range of illnesses which their families suffered from. We will pay special attention to the ailments associated with pregnancy and childbirth as well as the wide range of common childhood ailments and accidents. Suggested Reading: J. Achterberg, Woman as Healer (1990) P. Biller, ‘Childbirth in the Middle Ages’, History Today 36 (1986) W.R. Dawson, ed., A Leechbook or Collection of Medical Recipes of the Fifteenth Century (London, 1934) M. Green, ‘Women’s Medical Practice and Health Care in Medieval Europe’, Signs, 14 (1989) F. Getz, Medicine in the English Middle Ages (1998) International Summer School module outlines 2014

International Summer School 2014 Module Outlines L. Hunter and S. Hutton, eds, Women, Science & Medicine, 1500-1700 (1997), especially the chapter by M. Pelling, ‘Thoroughly Resented? Older Women and their Medical Role in Early Modern England’. Barbara A. Hanawalt, Growing Up in Medieval London: The Experience of Childhood in History (1995) S. Landsberg, The Medieval Garden (1998) L. Pollock, With Faith and Physic: The Life of a Tudor Gentlewoman (1993) Seminar Two: The Changing Nature of Epidemic Disease 1348-1665 (Thursday 10th July 14.00-15.30) This seminar will focus on the primary texts available from the fourteenth and seventeenth centuries (translations of which will be provided) to compare and contrast the experiences of plague in urban environments in these two periods. We will look at how contemporaries understood plague and how it was spread as well as how people responded to the threat of plague, and the effect that the Reformation had on these understandings and responses. Suggested Reading: Aberth, J., From the Brink of the Apocalypse: Confronting Famine, War, Plague and Death in the Later Middle Ages (London, 2010) Benedictow, O.J., The Black Death, 1346-1353 (Boydell, 2004) Byrant, Samuel Pepys: The Years of Peril (London, 1948) Cohn, S. K. Jr., Cultures of Plague: Medical Thinking at the end of the Renaissance (Oxford, 2009) Hatcher, J., Plague, Population and the English Economy 1348-1530 (London, 1977) Hatcher, J., 'England in the aftermath of the Black Death', Past and Present, 144 (1994) Henderson, J., ‘The Black Death in Florence’, in S. Bassett, ed., Death in Towns: Urban Responses to the Dying and Dead (1992). Naphy, W.G., and A. Spicer, Plague: Black Death and Pestilence in Europe (Charlottesville, VA, 2004) Naphy, W.G., and P. Roberts, Fear in Early Modern Europe (Manchester,1997) Ormrod, W. M., and P.G. Lindley, eds, The Black Death in England (Stamford, 1996) – made up of four excellent articles. Platt, C., King Death: The Black Death and its Aftermath in Late Medieval England (London, 1996) Ranger, T., and P. Slack, Epidemics and Ideas: Essays on the Historical Perceptions of Plague (1995) Ranger, T., and P. Slack, Epidemics and Ideas: Essays on the Historical Perceptions of Plague (Camb, 1995) Slack, P., Plague: A Very Short Introduction (Oxford, 2012) Slack, P., The Impact of Plague in Tudor and Stuart England (London, 1985) Totaro, R., The Plague in Print: Essential Elizabethan Sources 1558-1603 (Pittsburgh, PA, 2010) Walter , J., and R. Schofield, eds, Famine, Disease and the Social Order in Early Modern Society (Cambridge, 1989) Williman, D,. ed., The Black Death: The Impact of the Fourteenth Century Plague (Center for Medieval and Early Renaissance Studies, 1982) Willy, M., English Diarists: Evelyn and Pepys (London, 1963) Seminar Three: Medieval Pilgrimage – Literature and Reality (Thursday 17th July 14.00-15.30) This seminar will use art and documentation to uncover what the experience of pilgrimage was actually like for medieval people. We will look at why people embarked on pilgrimage and what happened when they reached the shrine. Medieval writers were fascinated by pilgrims and pilgrimage and so we will examine contemporary imagery and written sources to decide how far the descriptions provided by writers and artists matched the reality, and why medieval shrine keepers exaggerated the healing abilities of their saint’s relics.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Suggested Reading D.W. Amundsen, Medicine, Society and Faith in the Ancient and Medieval Worlds (1996) G. Buzwell, Saints in Medieval Manuscripts (2005) M. Camile, ‘Pilgrimage, Devotion to the Saints’, in J. Alexander and P. Binski, eds, Age of Chivalry: Art in Plantagenet England 1200-1400 (1987), pp.205-225. R.C. Finucane, Miracles and Pilgrims: Popular Beliefs in Medieval England (1977) V.I.J. Flint, The Rise of Magic in Early Medieval Europe (1991) R. Kieckhefer, Magic in the Middle Ages (1989) B. Nilson, Cathedral Shrines of Medieval England (1998) L.T. Oslan, ‘Charms and Prayers in Medieval Medical Theory and Practice’, Social History of Medicine, 16 (2003), pp.343-66. C. Rawcliffe, ‘Curing Bodies and Healing Souls: Pilgrimage and the Sick in Medieval East Anglia’, in C. Morris and P. Roberts, eds, Pilgrimage: The English Experience from Becket to Bunyan (2002), pp.108-40. J. Sumption, Pilgrimage: An Image of Medieval Religion (2002) B. Ward, Miracles and the Medieval Mind: Theory, Record and Event 1100-1215 (1987) D. Webb, Pilgrimage in Medieval England (2000) Seminar Four: Threats to Health in Medieval Cities – Individual & Corporate Responses (Monday 21st 14.00-15.30) Leading on from seminar two, this session will examine the individual and municipal responses to both pestilence and other epidemic diseases throughout this period and by using documentary sources in the form of plague tracts and court records alongside maps we will investigate how far plague acted as an impetuous for change. We will also explore what the other main threats to health were in urban areas in this period, and especially to children. We will answer questions, such as were children more at risk in the urban rather than the rural environment, and what did parents do to protect their children from these ‘threats to health’? Suggested Reading: J.A.I. Champion, ed., Epidemic Disease in London (Centre for Metropolitan History, Working Papers, 1, 1993) C. Dyer, ‘English Diet in the Later Middle Ages’, in Social Relations and Ideas: Essays in Honour of R.H. Hilton, ed. T.H. Aston (CUP, 1983, reprinted 2009) B.A. Hanawalt, ‘Childrearing among the Lower Classes in Late Medieval England’, Journal of Interdisciplinary History, 7 (1977-8) B.A. Hanawalt, Growing Up in Medieval London: The Experience of Childhood in History (Oxford UP, 1993) M. Lewis, Urbanisation and Child Health in Medieval and Post Medieval England (Archaeopress, 2002) N. Orme, Medieval Children (Yale UP, 2001) *C. Rawcliffe, ‘Sickness and Health’, in C. Rawcliffe and R. Wilson, eds, Medieval Norwich (Hambledon, 2004), pp.301-24. C. Roberts and M. Cox, Health and Disease in Britain: From Prehistory to the Present Day (Sutton, 2003) – chapters four and five. S. Shahar, Childhood in the Middle Ages (Routledge, 1990) Also see suggested reading for seminar two.

Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-in session A significant proportion of this module will be taught ‘on-site’ using Norwich’s extensive medieval landscape and the array of surviving medieval buildings and architecture. Talks, workshops and informal seminars will be held as part of each of the field-trips to offer students to experience a fully interactive and hands on approach to medical history which will complement the more traditional forms of teaching in the classroom.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Fieldtrip (1): St Julian’s Shrine; Dragon Hall and King Street (Wednesday 2nd July, afternoon) During this field trip students will have the opportunity to examine the historic landscape of King Street, and the unique trading hall of Robert Toppes including its recreated medieval garden, with a talk on medieval herbs and their healing properties by one of the volunteers who helped designed the garden, and an opportunity to create their own herb posy to defend against plague. http://www.norwich12.co.uk/dragon-hall/index.htm; http://www.dragonhall.org/discover Fieldtrip (2): Norwich Cathedral and the Great Hospital (Tuesday 8th July, afternoon) During this field trip students will have the opportunity to explore Norwich Cathedral and interpret its spaces and architecture in terms of the physical and spiritual health of the medieval monks who once dwelt in the adjoining monastery and that of the many visitors and pilgrims who made their journey here. Begun in 1096, most of Norwich Cathedral's Norman architecture is still intact and it forms one of the finest examples of the Romanesque style in Europe. Norwich Cathedral has the largest monastic cloisters in England, some of the original Norman wall painting survives in the Cathedral's Jesus Chapel and the presbytery, as well as a unique and world-renowned collection of medieval roof carvings. http://www.norwich12.co.uk/norwich-cathedral/index.htm; http://www.cathedral.org.uk/aboutus/herb-garden-herb-garden.aspx The students will then have the opportunity to explore the Great Hospital, the finest surviving medieval hospital in England. We will consider its role in the changing society of this period. Known as St Giles’s Hospital in the Middle Ages, this remarkable institution has been in continuous use since 1249 and is now a unique survival. We will be able to see at first-hand how English hospitals were transformed as a result of the impact of plague on urban populations. The six acre complex of buildings includes the ancient parish church of St Helen and Eagle Ward with its lavishly decorated 'eagle ceiling', originally the chancel of the church. There are also a medieval refectory, infirmary and cloisters. http://www.greathospital.org.uk/ Fieldtrip (3): Behind the Scenes Tour of Norfolk Heritage Centre (Wednesday 9th July, afternoon) Students will be given an unique opportunity to view some of the county’s most precious and rare manuscripts, including the fifteenth century medical text, Ortus Sanitatus, which is part of the City Library Collection, early modern surgical tracts and the medieval Boleyn Bible, amongst other treasures. Walk through Norwich Market (Wednesday 9th July, afternoon) Students will be given a map showing the medieval and Tudor layout of Norwich market and be guided through the reasoning behind this layout and the subsequent changes which have taken place since. Fieldtrip (4): View of Norwich from Mousehold Heath and Walking Tour of Norwich’s Defences (Tuesday 15th July, afternoon) In the sixteenth century, Cunningham created a picture of Norwich depicting it as the ideal healthy city with its easterly winds and wide streets. During this fieldtrip, students will be given the opportunity to head to Mousehold Heath using the Norwich Sight-Seeing Bus, to visit the spot from which you can see the city as depicted by Cunningham’s map. This will then be followed by a walking tour of Norwich’s defences which controlled the health of the medieval city, keeping out many diseases but also allowing certain epidemics, such as plague, to spread more rapidly. http://www.city-sightseeing.com/tours/united-kingdom/norwich.htm Fieldtrip (5): Pilgrimage to Walsingham (Tuesday 15th July, afternoon) During this fieldtrip, students will embark on a pilgrimage to Our Lady’s Shrine at Walsingham, visiting the International Summer School module outlines 2014

International Summer School 2014 Module Outlines Slipper Chapel, both the Anglican and Roman Catholic Shrines and the onsite museum. http://www.walsinghamanglican.org.uk/intro.htm http://www.walsingham.org.uk/romancatholic/ http://www.walsinghamabbey.com/Home.html

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date

Nature of feedback

Formative 1 Assignment detail (e.g. title, type, module test length, word limit, presentation length) An essay of up to 2,500 words to be submitted in July 2014

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Assignment Deadline

Coursework 100

Return date

Nature of feedback

TBC

Assignment detail (e.g. title, type, module test length, word limit, presentation length) An essay of 2,500 words to be submitted in July 2014

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

List outcomes

Assessment: Students are informally assessed through a variety of practically and theoretically informed methods, including participation in seminars and field trips. Seminars are designed to promote oral and aural skills of argument, debate and the coherent presentation of ideas. Whether in group work or with individual class presentations, students will encounter some form of seminar task based upon their ability to present and communicate their ideas orally. Group work in class also fosters collaborative learning and initiative. Particular care is taken to encourage students to develop transferable skills including presentation of written work and the use of library and electronic resources. The work promotes initiative, intellectual autonomy and effective intellectual collaboration.

Formative Assessment 2

Summative Assessment

Key skills are assessed in the context of wider aspects of learning rather than being assessed separately. Students are given carefully directed advice as to how they develop transferable and study skills in order to meet the required standards expected of UK undergraduates. Written and verbal feedback enables students to understand, and act upon, advice given as part of the assessment process. The assignment will be in the form of a 2,500 word essay which will be based around a problem, question or set of primary sources that the students have considered during the field trips and / or seminars.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Yes

Students will gain a wide range of transferable skills which will assist their employment prospects. These include: • • • • • • • • • •

Communicate effectively in verbal exchanges. Communicate effectively in writing. Communicate effectively and fluently through the use of audio visual media Gather information from a variety of sources. Capacity to synthesise from a variety of sources. Collaborate with others to achieve common goals. Use IT and audio visual media effectively to retrieve information. Demonstrate critical judgement. Reflect on own learning and make constructive use of feedback. Develop and demonstrate independence of thought and initiative.

Timetable PLEASE NOTE timetables are subject to change and will be confirmed at the first academic session. Week One Monday th 30 June

Morning Session

Tuesday st 1 July

Introduction & Assessment 09.00-10.30

Wednesday nd 2 July

Lecture (1) Theory & Practice of Medieval Medicine 9.30-11.00

Lunch will be provided at Dragon Hall

Lunch

Afternoon Session

Field Trip (1) Dragon Hall, King Street & St Julian’s Shrine 12.00-16.30

International Summer School module outlines 2014

Thursday rd 3 July Prep. for Seminar (1) Document analysis 09.30-10.30 Seminar (1) Women, Health & Illness: Change & Continuity 11.00-12.30

Friday th 4 July

Workshop (1) What happened when? 11.00-12.00

Lunch

Lecture (2) Professional Medicine 14.00-15.30

Self Study

International Summer School 2014 Module Outlines

Week Two Monday th 7 July

Tuesday th 8 July

Wednesday th 9 July

Thursday th 10 July

Morning Session

Self Study

Lecture (4) The Black Death and Standards of Living 10.30-12.00

Lecture (5) Medicine and Literature 09.30-11.00

Prep. for Seminar (2) Document analysis 11.00-12.00

Lunch

Lecture (3) Medicine for the Soul 14.00-15.30 Afternoon Session Joy Hawkins Office Hours 15.30-16.30

Field Trip (2) The Great Hospital, Norwich Cathedral, including Herb Garden 14.00-16.30

Lunch at Pizza Express Field Trip (3) Behind the Scenes Tour at Norwich Heritage Centre to look at a selection of medieval and early modern medical, surgical and religious documents 14.00-16.30

Lunch

Seminar (2) The Changing Nature of Epidemic Disease 13481665

Friday th 11 July

Self Study

Lunch

Self Study

14.00-15.30

Week Three

Morning Session

Lunch

Afternoon Session

Monday th 14 July

Tuesday th 15 July

Self Study

Fieldtrip (4) View of Norwich from Mousehold Heath & Walking the Medieval Defences 09.30-12.30

Lunch Lecture (6) Pilgrimage and the Healing Saints 14.00-15.30

Lunch

Self Study: Researching and writing essay plans

Joy Hawkins Office Hours 15.30-16.30

International Summer School module outlines 2014

Wednesday th 16 July

Field Trip (5) Walsingham Abbey Leave UEA 10.00 Return by 17.30

Thursday th 17 July Workshop (2) Turning your essay plan into your essay 10.00-11.00 Prep. for seminar (3) 11.30-12.30 Lunch

Seminar (3) Medieval Pilgrimage: literature and reality 14.00-15.30

Friday th 18 July

Self Study: Drafting Essays

Lunch

Self Study

International Summer School 2014 Module Outlines Week Four Monday st 21 July

Morning Session

Self Study

Tuesday nd 22 July

Wednesday rd 23 July

Appraisal Seminar (5) Plenary session: Longevity of the Medieval City and Quiz 9.30-11.00

Essay Drop In Clinic 11.30-12.30 Lunch 12.3014.00

Lunch

Afternoon Session

Seminar (4) Threats to Health in Medieval Cities: Individual & Corporate Responses 14.00-15.30 Joy Hawkins Office Hours 15.30-16.30

Self Study: Completing Essays

International Summer School module outlines 2014

Assignment deadline 3pm

Thursday th 24 July

Friday th 25 July

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Reading Shakespeareâ&#x20AC;&#x2122;s England

School of Literature, Drama and Creative Writing (LDC)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Section 1 – General Information Module Title: Reading Shakespeare’s England Module code: LDCL2003S

Credit value: 20 UK

Academic Year: 2013-14

Semester: Summer 2014

School of Study Academics Module Description

Pre requisites Fieldtrips

School Profile

Literature, Drama and Creative Writing Dr Rebecca Pinner This module invites students to reach back into the past and read Shakespeare’s plays in their original historical and performance context. By doing so students will develop an ability to read and analyse the rich language of the plays as well as gaining a more detailed appreciation of how they relate to the turbulent and dynamic period in history in which they were first written and performed. Students will have the opportunity to watch performances of at least two plays, at the reconstructed Globe in London and in Stratford-Upon-Avon, and our visits to medieval castles, Tudor country mansions and other sites of interest will animate the physical settings of the stories Shakespeare tells. Students should bring a love of reading and learning about the past and a willingness to engage with Shakespearean language. No specific knowledge or experience is required. Fieldtrips will be taken to: • The Globe Theatre • Stratford-Upon-Avon • Leicester and the new Richard III exhibition • Kentwell Hall (Suffolk) • Framlingham Castle (Suffolk) The School of Literature, Drama and Creative Writing at the University of East Anglia has a long-established international reputation in literary studies. World famous for its pioneering courses in creative writing, it is also home to prizewinning scholars and translators of literature and drama from all periods. The School of Literature, Drama and Creative Writing is dedicated to the study and practice of writing in all of its many forms, to the recovery of the history of writing, and to exploring the interface between the critical and the creative. In the 2008 Research Assessment Exercise 65% of our research was rated as internationally excellent or world-leading. For more information of the School of Literature, Drama and Creative Writing please visit http://www.uea.ac.uk/literature/

Section 2 – Details of module Description What is this module about?

The main objective of this module is to equip students with the skills, knowledge and confidence to explore in detail the literary and dramatic qualities of a selection of Shakespeare’s plays and to develop an appreciation of how they respond to the historical circumstances in which they were written.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Learning Objectives What will I learn? (subject specific and transferable skills)

Students will develop an ability to read and analyse the scripts in their original language. Fundamental to this will be a detailed understanding of how the plays work as dramatic entities and we will therefore spend time reading them carefully and closely, as well as considering how the realities and practicalities of the Early Modern theatre may have influenced their original performance and reception. It is, however, important to note that although we will place great emphasis on the performance implications of each play this is not a practical drama module. We will locate the plays in their historical context by reading them alongside other contemporary literature, documents and visual materials in order to test some of the claims made about the ‘universality’ or ‘timelessness’ of Shakespeare’s art, as well as some of the strands of critical reception.

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit in to my programme?

Over the four weeks of the module we will read one play each week, of which students will need to have their own copy, alongside a selection of other literary texts and criticism which will be supplied to students at the beginning of the course. There will be at least one lecture each week which will be followed up by a seminar. The purpose of the lectures is to raise questions and prompt discussion which we will follow up in the seminar, where the emphasis will be on students testing and exploring their own readings of the play. In addition to the lecture and seminars you will have the opportunity to meet your tutor during office hours to discuss your progress on the module and ideas for both the formative work and assessed course paper. Further details of the content and organisation of the module can be found below in Section 5. By the end of this module students will: • Be a more sensitive reader of Shakespeare’s plays, more adept at exploring the subtleties and nuances of his language and stage-craft. • Have a greater understanding of the social, political and cultural context in which Shakespeare’s plays were written and performed. • Have an advanced appreciation of Shakespeare’s place within literary tradition. • Have enhanced study skills, in particular the ability to express an understanding of the materials studied in oral and written formats. This module will be ideal for those currently studying literature, history or cultural studies. However, no specific prior knowledge is required.

Section 3 – Teaching Team Module Convenor Others

Dr Rebecca Pinner

Other staff from the School will be announced closer to the start of the programme

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

Each lecture will be fully illustrated and handouts will be provided for students to take

10 (4 x 2.5 hours)

International Summer School module outlines 2014

% of credit

International Summer School 2014 Module Outlines away. There will be opportunities during lectures for students to ask questions and workshop some of the material in order to set up discussions which will be pursued in the seminars.

Pre-lecture preparatory reading and post-lecture follow up reading

Students will need to read the play and additional accompanying materials for that week before each lecture and come to seminars ready to discuss each text.

30 (c. 6 per week)

Seminars will be the opportunity to discuss the materials students have read and test and explore the ideas raised in the lectures.

15 (5 x 3 hours)

Seminars Pre-seminar preparation and follow up study

Students will need to come to seminars ready to discuss each text. Following the lecture it is advisable to look again at the materials for that week and to bring to class a number of questions, or an aspect of the text, which can be explored further.

50 (this includes weekly drop-in sessions when you can discuss your ongoing progress with your tutor)

Formative assessment

Students will have the opportunity to practice their close-reading skills by producing a written close-reading of a scene. Students will receive written feedback, which should inform their preparation for the assessed course paper. Students will also have the opportunity to talk this through with their tutor in person, and this is included in the suggested time allocated for this activity.

Fieldtrips Assessed course paper

One assessed essay of 2000 words. The amount of time suggested for working on this assessment includes tutorials to discuss your ideas as well as time for research, planning and writing.

Total

100

200

100%

Section 5 - Teaching Sessions Lecture, Seminar and Field Trip Programme â&#x20AC;&#x201C; details for each lecture, seminar and field trip Module outline International Summer School module outlines 2014

International Summer School 2014 Module Outlines Lectures provide contextual information and introduce ideas and questions which will be perused in detail in seminars in the context of the set reading. Week 1 Nb. this is the only week where there are two lectures and seminars. (I) Stage and page Reading: extracts will be provided during the first lecture Lecture: An introduction to the course and ways of reading Shakespeare’s plays, with emphasis on how the physicality of the stage and the conventions of physical performance in the period should influence how we approach the scripts. We will also consider the place of the theatre and playwright in Early Modern society. Seminar: We will look in closer detail at visual and written descriptions of Early Modern theatres and the theatre-going experience. We will also explore the oft-repeated conundrum of whether Shakespeare should be encountered on the ‘stage or the page’. (II) Love Reading: Romeo and Juliet + extracts provided in lecture handouts Lecture: Often lauded as a timeless love story of universal appeal, this lecture will consider the extent to which Romeo and Juliet should in fact be read as a product of the society in which it was written and first performed by setting it alongside other writings above love, marriage and familial relationships, asking whether the eponymous couple’s love is to be celebrated, or whether they deserve their tragic fate. Seminar: We will explore in the way in which love is staged in the play at the level of language and gesture. Week 2 Politics Reading: Richard III + extracts provided in lecture handouts, including Machiavelli’s The Prince and the medieval morality play The Castle of Perseverance Lecture: If Romeo and Juliet are considered two of Shakespeare’s most tragic heroes, then Richard III must be one of his most diabolical villains. We will consider the extent to which Shakespeare’s depiction is inspired by earlier dramatic traditions, particularly the vice or devil characters of medieval morality plays. Scholarly opinion, however, suggests that the real King Richard, who ruled England from 1483-85, was far removed from Shakespeare’s ‘rooting, bunch-back’d toad’ and this lecture will therefore consider Shakespeare’s depiction against the backdrop of Tudor politics and the so-called ‘Tudor myth’ which sought to re-write history. Furthermore, we will consider examples of contemporary political theory to assess whether Shakespeare presents Richard in light of these ideas. Seminar: This week’s seminar will be an opportunity to test the readings of Richard’s character outlined in the lecture, looking at the ways in which Shakespeare adapts or develops the genres upon which he draws. Week 3 Witchcraft Reading: Macbeth + extracts provided in lecture handouts, including Malleus Maleficarum (The Hammer of Witches) and Daemonologie by King James VI and I Lecture: In many ways Macbeth is a play about politics and the pursuit of power and therefore follows neatly on from Richard III. However, the struggle for the throne in Macbeth is inflected by the presence of the supernatural in the form of the witches who prophesy Macbeth’s ascension to the throne. This lecture will therefore explore the influence of the supernatural on the Early Modern imagination and whether we should take the witches seriously. Macbeth also provides an opportunity to consider the depiction of gender norms and otherness and we will therefore explore the role of Lady Macbeth and ask why the witches are female. Seminar: We will explore in greater detail the dynamics of Macbeth’s rise to power, and descent into madness, setting the supernatural alongside the interpersonal relationships which dominate the play, as well as the complex subjectivity of each character. Week 4 Travel Reading: The Tempest + extracts provided in lecture handouts International Summer School module outlines 2014

International Summer School 2014 Module Outlines Lecture: The Early Modern era was one of travel and exploration, which far-flung lands ‘discovered’ and conquered by Western Europeans. The Tempest is often read as emblematic of the troubled relationship between the settlers (Prospero) and their subjugation of indigenous peoples (Caliban) and the lecture will therefore set the play in the context of increasing globalisation and the struggle to represent racial otherness in writing of the era, testing the extent to which this reading can be sustained and what the interest in reading the play in this light reveals about Shakespearean scholarship and trends in criticism. Seminar: The Tempest also offers an opportunity to review the themes explored in previous weeks as it features romantic relationships, political intrigue and magic amongst its many dramatic components. We will therefore consider in detail the theatrical dialectics as work in the play and the generic slipperiness which has characterised its reception. Seminar Programme – details for each session See above.

Other Taught Sessions Programme Field Trips Nb. the exact order and dates of field trips will be confirmed near the start of the module. It is also important to remember that the plays we will watch at Stratford and the Globe will not necessarily be ones studied during the module. Field trip 1 A visit to Kentwell Hall in Suffolk affords us the opportunity to experience the sights, sounds and smells of life in a Tudor country house http://www.kentwell.co.uk/. Nearby Framlingham Castle provided the backdrop to some very real political dramas and the scale of the ruins provides a stark contrast to the constrained space of the Shakespearean stage, offering an opportunity to consider what is at stake in the representation of real spaces and the techniques Shakespeare uses to accomplish this. Field trip 2 Watching a performance at The Globe theatre in London will enable us to think further about the physical and sensory experience of being an audience member in a theatre of this design. We will also visit the excellent visitor centre http://www.shakespearesglobe.com/ Field trip 3 Watching another performance in Stratford- Upon-Avon will enable us to compare the techniques of staging and interpreting Early Modern plays http://www.rsc.org.uk/ The experience of visiting Stratford also attests to the global tourist phenomenon which surrounds Shakespeare and which raises interesting questions about the role of heritage, consumption and nostalgia in our appreciation of the plays. During this trip we will also visit Leicester and the newly-opened exhibition entitled ‘Richard III: Dynasty, Death and Discovery' which charts the story of the amazing recent discovery of the king’s remains beneath a carpark in the city and which will allow us to consider the ‘real’ king Richard and the role of myth-making in Shakespeare’s stage craft http://www.visitleicester.info/things-to-see-and-do/richard-iii/

Section 6 – Study materials Required Reading Recommended further reading Other study materials

Students will need to have a copy of each of the plays specified. Students may wish to purchase individual copies of plays, such as the Arden editions, but it would probably be more economical to purchase a collected works such as the Norton or Oxford. Students are welcome to read the plays electronically on a laptop or e-reader but will need to be able to navigate through the plays so will need to download a version with Act, Scene and Line numbers. Printed copies of other texts, extracts and visual materials will be provided to students at the start of the course along with recommendations for further reading. It is expected that students will have read the relevant play and any other specified materials before each lecture and will bring a copy to both lectures and seminars.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date

Nature of feedback

TBC

Students will receive written feedback on this which should inform your preparation for the assessed course paper. There will also be the opportunity to discuss your work in person during office hours. Assignment detail (e.g. title, type, course test length, word limit, presentation length)

Formative

Students will have the opportunity to practice close-reading skills by producing a written scene of 1000 words.

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Assignment Deadline

Coursework 100

Return date

Nature of feedback

TBC

You will receive detailed written feedback and there will also be the opportunity to discuss your work in person during office hours. Assignment detail (e.g. title, type, course test length, word limit, presentation length) An essay of 2,000 words to be submitted by 23 July 2014

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

List outcomes

Assessment: Students are assessed through a variety of practically and theoretically informed methods, including a written essay and participation in seminars and field trips. Seminars are designed to promote oral and aural skills of argument, debate and the coherent presentation of ideas. Whether in group work or with individual class presentations, students will encounter some form of seminar task based upon their ability to present and communicate their ideas orally. Group work in class also fosters collaborative learning and initiative. Particular care is taken to encourage students to develop transferable skills including presentation of written work and the use of library and electronic resources. The work promotes initiative, intellectual autonomy and effective intellectual collaboration. Key skills are assessed in the context of wider aspects of learning rather than being assessed separately. Students are given carefully directed advice as to how they develop transferable and study skills in order to meet the required standards and successfully progress as undergraduates. Written and verbal feedback enables students to understand, and act upon, advice given as part of the assessment process.

Formative Assessment 2

Summative Assessment

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Students will gain a wide range of skills which will assist their employment prospects. These include: â&#x20AC;˘ Communicate effectively in verbal exchanges. â&#x20AC;˘ Communicate effectively in writing. International Summer School module outlines 2014

International Summer School 2014 Module Outlines • • • • • • •

•

Communicate effectively and fluently through the use of audio visual media Gathering information from a variety of sources. Capacity to synthesise information from a variety of sources. Collaborate with others to achieve common goals. Use IT and audio visual media effectively to retrieve and present information. Demonstrate critical judgement. Reflect on own learning and make constructive use of feedback. Develop and demonstrate independence of thought and initiative.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Arts & Humanities (HUM)

Revolutionaries, Radicals and Renegades

School of American Studies (AMS)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title: Revolutionaries, Radicals and Renegades Module code AMSF2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014 Section 2 – Details of module

Description What is this module about?

Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

This module asks students to consider the complex transnational operations of radical and revolutionary movements throughout the history of the Americas. In particular, it explores the literary and philosophical connections between British and American (conceived broadly as the American hemisphere) thinkers and artists from the Revolutionary Era, through the Civil Rights Movement to the present. Two weeks of the module is based in London where students participate in field trips and visit institutions such as the British Library, British Film Institute and National Theatre. By exploring the lives and travels of figures such as Thomas Paine, Frederick Douglass and Mary Wollstonecraft, students will gain an understanding of “transnational” American Studies, one of the most significant rubrics to emerge from the discipline in the last decade. Through case studies developed by the expertise of members of the School of American Studies students will learn that literary, political, and historical moments do not exist in national vacuums and are always the products of inter-cultural exchange. This module will offer students an historical perspective that nevertheless extends to the present and therefore enables them to make sense of their own identity as ‘global citizens’ and agents of cultural exchange. By the end of this module students will have gained skills in: • •

• •

Links

Knowledge and Understanding: A detailed knowledge of transnationalism as a conceptual framework for the study of American literature, history, and culture. Intellectual Skills: Students will be able to compare and contrast literary movements, trace and reconstruct international histories, undertake independent research projects, evaluate a vast array of evidence: literary, archival, architectural, visual. Professional Skills: Students will learn to present information in a variety of ways through critical essays, visual postcards, oral presentations, and blog posts. Transferable Skills: Students will learn to synthesise and evaluate large bodies of evidence, to present cogent arguments in written and oral form.

This module is ideal for students studying British or American history and literature.

Where does this fit in to my programme?

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor Others

Dr. Nicholas Grant

Dr. Hilary Emmett Dr. Wendy McMahon

Section 4 - Expected Study Hours Activity

Details

Total hours

Lectures

Britain and the US: Transatlantic History, Literature and Culture For specific readings see Section 5.

16 hours

New Worlds: Radical Hackney and American Gothic (Dr. Hilary Emmett) For specific readings see Section 5.

The Civil Rights Struggle in London: Frederick Douglass, Paul Robeson and Claudia Jones (Dr. Nicholas Grant) For specific readings see Section 5.

Writing from the Caribbean Diaspora in the UK (Dr. Wendy McMahon) For specific readings see Section

Pre-lecture preparatory reading and post-lecture follow up reading

New Worlds: Radical Hackney and American Gothic (Dr. Hilary Emmett) For specific readings see Section 5.

N/A

The Civil Rights Struggle in London: Frederick Douglass, Paul Robeson and Claudia Jones (Dr. Nicholas Grant) For specific readings see Section 5. Writing from the Caribbean Diaspora in the UK (Dr. Wendy McMahon) For specific readings see Section 5.

Seminars

On the content of lectures (topics of which are listed above) as well as being based around fieldtrips and visits to cultural institutions in Norwich and London

International Summer School module outlines 2014

22 hours

% of credit

International Summer School 2014 Module Outlines Pre-seminar preparation and follow up study

New Worlds: Radical Hackney and American Gothic (Dr. Hilary Emmett) For specific readings see Section 5.

10 hours

The Civil Rights Struggle in London: Frederick Douglass, Paul Robeson and Claudia Jones (Dr. Nicholas Grant) For specific readings see Section 5.

10 hours

10 hours Writing from the Caribbean Diaspora in the UK (Dr. Wendy McMahon) For specific readings see Section 5.

Formative assessment

Visual postcards.

3 hours

Field trip blogs

2 hours

Feedback sessions

Dr. Nicholas Grant will assign 2 hours per week for optional tutorial sessions and feedback sessions in addition to normal in-class time (details to be announced at the beginning of the module)

8 hours

Assessed module paper

An essay of 2,000 words to be submitted on Wednesday 23rd July, 3pm

Assessment times are included in the lecture/seminar/workshop sessions

Recommended further reading

Olaudah Equino, The Interesting Narrative and Other Writings Ignatius Sancho, Letters of the Late Ignatious Sancho, An African Andrew Salkey, The Emigrants Sam Selvon, Lonely Londoners CLR James, Beyond A Boundary E. R. Braithwaite, To Sir With Love George Lamming, The Pleasures of Exiles Buchi Emecheta, In the Ditch Linton Kwesi Johnson, Voices of the Living and Dread Beat and Blood

New Worlds: Radical Hackney and American Gothic (Dr. Hilary Emmett) • Joan Dayan, ‘Poe, Persons, and Property’, American Literary History, 11 (1999). • Sandra M. Gilbert, ‘Horror’s Twin: Mary Shelley’s Monstrous Eve’, Feminist Studies, 4 (1978), 48–73. • Mary Poovey, The Proper Lady and the Woman Writer: Ideology as Style in the Works of Mary Wollstonecraft, Mary Shelley, and Jane Austen (Chicago [u.a.: Univ. of Chicago Press, 1985). • Jamieson Ridenhour, In Darkest London: The Gothic Cityscape in Victorian Literature (Rowman & Littlefield, 2012). • Harry S. Stout, ‘Religion, Communications, and the Ideological Origins of the American Revolution’, The William and Mary Quarterly, 34 (1977), 519–541. The Civil Rights Struggle in London: Frederick Douglass, Paul Robeson and Claudia Jones (Dr. Nicholas Grant) • Paul Gilroy, The Black Atlantic: Modernity and Double-Consciousness, Reissue (Harvard University Press, 1993). • Robin D. G. Kelley, “‘But a Local Phase of a World Problem’: Black History’s Global Vision, 1883-1950,” The Journal of American History 86, no. 3 (December 1999): 1045–1077. • Tiffany Ruby Patterson and Robin D. G. Kelley, “Unfinished Migrations: Reflections on the African Diaspora and the Making of the Modern World,” African Studies Review 43, no. 1 (April 1, 2000): 11–45. • Brenda Gayle Plummer, In Search of Power: African Americans in the Era of Decolonization, 1956-1974 (Cambridge University Press, 2012). • Alan Rice, Radical Narratives of the Black Atlantic, 1st ed. (Continuum, 2003). • Alan J. Rice and Martin Crawford, Liberating Sojourn: Frederick Douglass and Transatlantic Reform (University of Georgia Press, 1999). • Fionnghuala Sweeney, Frederick Douglass and the Atlantic World (Liverpool University Press, 2007). • Penny M Von Eschen, Race Against Empire: Black Americans and Anticolonialism, 1937-1957 (Ithaca, NY: Cornell University Press, 1997). • Nico Slate, Black Power Beyond Borders : the Global Dimensions of the Black Power Movement, 2012.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Writing from the Caribbean Diaspora in the UK (Dr. Wendy McMahon) • Brycchan Carey, “‘The Extraordinary Negro’: Ignatius Sancho, Joseph Jekyll, and the Problem of Biography,” Journal for Eighteenth-Century Studies 26, no. 1 (2003): 1–13. • Christopher Gair, Beyond Boundaries: C.L.R. James and Postnational Studies (London; Ann Arbor, MI: Pluto Press, 2006),. • Peter Hitchcock, “It Dread Inna Inglan: Linton Kwesi Johnson, Dread, and Dub Identity,” Postmodern Culture 4, no. 1 (1993). • John McLeod, Postcolonial London: Rewriting the Metropolis (Routledge, 2013). • Geraldine Murphy, “Olaudah Equiano, Accidental Tourist,” Eighteenth-Century Studies 27, no. 4 (1994). • David Scott, “The Sovereignty of the Imagination: An Interview with George Lamming,” Small Axe: A Caribbean Journal of Criticism 6, no. 2 (January 1, 2002): 72–200.

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 1

3 July

7 July

Written individual feedback, with the opportunity for additional verbal feedback

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Visual postcards – students will be asked to find, select and write about an item, location or individual that they think reflect the presence of America in Britain. Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 2

18 July

22 July

Written individual feedback, with the opportunity for additional verbal feedback

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Field trip blogs – Students will be expected to blog about their fieldtrips the academic issues that have been raised when off campus on these trips. Minimum of 750 words for each entry.

Section 8a - Summative Assessment Assessment Type

Coursework

Percentage (%)

Assignment Deadline

Return date

23 July, 3pm

Nature of feedback

Written and verbal feedback

Assignment detail (e.g. title, type, module test length, word limit, presentation length) An essay of 2,000 words to be submitted by 3pm Wednesday 23 July

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Learning Outcomes

Formative and Summative Assessment

List outcomes

Students will be assessed through a variety of practically and theoretically informed methods, including a number of formative exercises (Visual Postcard and Field Trip blogs) as well as a written essay. This range of assessment will help students develop the following skills: • Skills for effective communication, oral and written. • Capacity to analyse and critically examine diverse forms of discourse. • Ability to acquire quantities of complex information of diverse kinds in a structured and systematic way. • Capacity for independent thought and judgement. • Critical reasoning. • Research skills, including information retrieval skills, the organisation of material, and the evaluation of its importance. • Time management and organisational skills. • Independent learning. Students will be given carefully directed advice as to how they develop transferable and study skills in order to meet the required standards and successfully progress as undergraduates. Written and verbal feedback enables students to understand, and act upon, advice given as part of the assessment process.

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

The ability to think creatively and imaginatively across different disciplines. Well-honed analytical skills and an ability to synthesise large quantities of information.

Advanced ability to work as a group and to meet deadlines together.

Exemplary written communication skills and sophisticated understanding of the requirements of a readership.

The ability to draft, edit and complete well-presented work based on intensive historical and literary research.

The ability to work to and meet deadlines successfully.

The ability to listen and to constructively debate with individuals from a range of backgrounds.

The ability to communicate in different formats, whether this is the seminar room, outside the classroom, in an essay or online.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Social Sciences (SSF)

Global Media and Communications Law

School of Law (LAW)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Global Media and Communications Law Module code LAW-2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014

School of Study Academics

Module Description

School of Law Dr Nick Scharf Dr Karen Mc Cullagh Dr Paul Bernal Prof David Mead This module explores the pertinent challenge posed by the ‘information society’ in our contemporary world. We will investigate the increasingly globalised and integrated media and content industries, looking to the rule of law and to national legal systems. Many have predicted that the Internet will make borders less relevant, yet many states continue to regulate both established media (print, broadcast) as well as new media. International organisations identify freedom of expression as a key component of democracy, but also express concern about cultural diversity, hate speech, and access to the media and the Internet. Meanwhile, a number of areas of commerce and society are moving online, leading to challenging questions regarding jurisdiction and liability. Topics covered will include media regulation, electronic commerce, human rights, global governance of the Internet, and enforcement of Intellectual Property (IP) rights. Students will also be introduced to the innovative research teaching staff is engaged in, being encouraged to discuss the legal systems of their own nations.

Pre requisites Fieldtrips School Profile

A fieldtrip to London will also be included and will enable students to meet professionals working directly within this legal field. This will give students valuable experience to meet with relevant legal practitioners, and gain a practical insight into the inner workings of Global Media and Communication Law. It will also be an opportunity for students to experience the tradition and history of the UK legal system. Students should have experienced some study of law but not necessarily a law degree. Students should also come equipped with an interest in learning about global media and communications law. The module will include a field trip to London to meet legal practitioners working in the field of media and communications law. The UEA Law School has a well established reputation for excellence in its teaching standards and also for world class research with over 80% of its research graded to be of ‘international standard’ in the most recent Research Assessment Exercise. We are committed to supporting students both academically and pastorally and pride ourselves on creating an intellectually stimulating yet friendly environment.

Section 2 – Details of module Description What is this module about?

This module explores the challenge posed by the ‘information society’ and increasingly globalised and integrated media industries to the rule of law and to national legal systems. Topics covered will include media regulation, electronic commerce, human rights, global governance of the Internet, and disputes concerning the enforcement of Intellectual Property rights. Students will also encouraged to discuss the legal systems of their own nations.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

• • • •

The operation of law in the ‘information society’ The challenges posed by technologies to ‘traditional’ fields of law An understanding of the development and operation of new technologies The impact the operation and enforcement of law can have on such technologies Topical issues and current debates in the field

•

Understand the role of law (ranging from human rights to commercial) in controlling, influencing or encouraging forms of expression and communication Appreciate the differences between media and between different technologies from legal, social, cultural and economic points of view Explain how courts and legislators try to ‘balance’ competing interests e.g. speech and privacy, national culture and transnational markets

•

• •

This module would be ideal if you are currently studying law or taking law modules. However, no specific prior knowledge of global media and communications law is necessary to study this module but an interest in the area of study is needed.

Section 3 – Teaching Team Module Convenor

Others

Dr Nick Scharf teaches Intellectual Property Law at the University. He completed his doctoral thesis in 2012 entitled, 'Digital Copyright Law: exploring the changing interface between copyright and regulation in the digital environment'. His interests include digital copyright law, technology, and Internet regulation generally, and with specific regard to the music industry Dr Karen McCullagh Karen Mc Cullagh completed her LL.B (Hons) at Queen’s University Belfast. After qualifying and working as a Solicitor in Northern Ireland, she completed an LLM in Computers and Law. Upon deciding to focus on an academic career, she received funding from the ESRC and Office of the Information Commissioner, UK, to complete an MSc in Social Research Methods & Statistics and PhD at Manchester University. Karen is a member of the Executive Committee of BILETA (British & Irish Law, Education & Technology Association). She is also a member of the International Association of Privacy Professionals, Society of Legal Scholars, and Society for Computers & Law, and is a Fellow of the Higher Education Academy. She teaches on the Constitutional & Administrative Law, Internet Law and Media Law undergraduate modules. In addition, she teaches on the LLM Modules of Data Protection & Freedom of Information and E-Commerce. Karen’s main areas of interest are privacy and data protection, e-democracy and, more generally, the regulation of social media and new technologies e.g. blogging and cloud computing. Dr Paul Bernal Paul Bernal is a Lecturer in Information Technology, Intellectual Property and Media Law. His background is unusual for a legal academic – his first degree was in mathematics, at Cambridge University, 20 years ago, and he is a qualified Chartered Accountant. Over the last 20 years he has worked as an auditor, in finance for big companies in the City, done pioneering work in the early days of the Internet, including setting up and running the first online real-time education system for children to

International Summer School module outlines 2014

International Summer School 2014 Module Outlines operate in the UK, and been finance director of a charity dealing with mental health and criminal justice. That last work led him to an interest first in human rights (leading to a Masters in Human Rights at the LSE in 2006) and then to the law. In 2012, he completed his PhD, in the area of Internet privacy, and in particular into the commercial gathering and use of personal data â&#x20AC;&#x201C; particularly by organisations like Google and Facebook â&#x20AC;&#x201C; and how that use affects our lives, and will increasingly affect our lives in the future. His teaching has included information technology law, intellectual property law and human rights law and practice, and his research interests include all aspects of IT law and human rights Law, and in particular how the two overlap and interact. Particularly current topics include privacy and data protection, social networking and online identity. Prof David Mead David Mead graduated from the University of Cambridge in 1988. He qualified as a solicitor and worked in the litigation department of a large city firm before deciding to pursue an academic career in 1995. He was Joseph Hume scholar at University College, London (1995 - 1996) while studying for an LLM. He was a visiting lecturer at King's College, London 1996- 1998. David joined the Law School at UEA in January 2001 from London Guildhall University. David currently teaches at both undergraduate and postgraduate levels. He teaches Public Law and British Human Rights Law on the LLB and (from 2011/12) Legal Issues in Free Speech as part of the Media Law LLM. David is the School's Director of Learning and Teaching. He has been a guest lecturer at the Deutsche Richterakadamie in Trier and is a member of the Law School's Centre for Employment Law.

Section 4 - Expected Study Hours Activity

Details

Lectures

All sessions involve a mixture of lecture-style and seminar-style; see below

Seminars

Classes involve a combination of lecturing (e.g. presentation with or without slides), problem-solving and discussion, and other activities (e.g. identify information)

International Summer School module outlines 2014

Total hours

% of credit

International Summer School 2014 Module Outlines Pre-seminar preparation and follow up study

Students are expected to read selected materials in advance before coming to Norwich. There will also be readings and research tasks during the period of teaching.

Formative assessment

Many classes will require students to present their views e.g. one side of an argument or to prepare a poster, and they will receive feedback on these exercises.

Assessed module paper

In-class presentation supported by appropriate written materials

100

100%

Total Section 5 - Teaching Sessions Lecture Programme – details for each lecture See below

Seminar Programme – details for each session Each of the items listed below is approximately two ‘sessions’ (i.e. of the 24 academic slots listed for the Summer School). This is an indicative list and may change e.g. in response to legal and political developments – please see the reading list for a final version. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Media and Internet Law Ideologies of Intellectual Property and Information Technology Law Free Speech Theory Digital Copyright Law and Music Downloading Music Sampling: Theft or Remix? Internet Service Provider Liability Hate Speech Digital Rights Management and Content Streaming Protest, Dissent, and Political Advertising Media Intrusions Media and Democracy Internet Privacy Internet Access – a Human Right? (Debate) Internet Regulation

Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-ins Field trips: meeting with legal practitioners in London (subject to availability) as well as legal tours of London taking in the Inns of Courts, Royal Courts of Justice and the Supreme Court.

Section 6 – Study materials Required Reading

Materials to be prepared and available electronically – no set textbook.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Recommended further reading

Other study materials

Walden et al, Media Law & Practice (OUP 2009) Murray, Information Technology Law (OUP 2010) Robertson & Nicol, Media Law (Penguin 2008) Keller, European & International Media Law (OUP 2011) Hare & Weinstein, Extreme Speech (OUP 2010) Journals: Journal of Media Law, Communications Law, Entertainment Law Review, International Journal of Law and Information Technology, European Human Rights Law Review Electronic resources (podcasts etc) Legal databases (brief instruction will be provided)

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

N/A

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Regular feedback in class on seminar tasks.

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Assignment Deadline

Return date

Nature of feedback

Coursework

100

End of Module

N/A

Written

Assignment detail (e.g. title, type, module test length, word limit, presentation length) 2,000 word piece of coursework asking students to critically assess the impact technology has had in a chosen area of global media and communications law. This will be assessed with reference to research, analysis and understanding of the topic.

Section 8b â&#x20AC;&#x201C; Assessment of module outcomes Learning Outcomes List outcomes

Formative Assessment 1

Summative Assessment

N/A

Role and operation of Law in the field Impact of technology Balance of Interests

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Yes

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Social Sciences (SSF)

Psychology in Action

School of Psychology (PSY)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Psychology in Action Module code PSY-2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014

School of Study Academics Module Description

School of Psychology Dr Simon Hampton Dr Neil Cooper Dr Helen Mobbs Through 12 sessions taught by the department of Psychology this module will discuss the application of psychological knowledge, methods, and practise in everyday life. Sessions will cover an exciting spectrum of issues including the history of applied psychology from Greek ideas concerning self-insight to contemporary notions of selfhelp developmental psychology and the use of psychological ideas in education; the demise of the notion of us having privileged access to our mental states and the concomitant rise of the talking cure; persuasive communication in advertising; the public understanding of psychology; psychology and the law; psychometric testing; and the psychopharmacology of common and legal drugs. This module will mainly take the form of activity sessions approaching different theoretical and practical questions. Exploring how psychology has changed our everyday interaction in the world today, it will ask students to challenge their assumptions through structured seminars and group discussions. The Sessions will be broken down as follows: Session 1: What did psychology ever do for us? The history of applied psychology from self-insight, to self-help, and beyond . . . Session 2: Knowing thyself: The Greeks, ‘soul knowledge’, and examined life. Session 3: Dr Spock et al: Developmental psychology and the development of psychological knowledge in pedagogy Session 4: On the couch: The demise of privileged knowledge and the rise of the talking cure Session 5: Persuasive communication 1: Marketing and advertising to the mass: The beginnings of the modern consumer and the ‘I’ generation Session 6: Persuasive communication 2: Marketing and advertising to you: The maturation of the post-modern consumer and the ‘us’ generation Session 6: Form the reified to the consensual: Psychology as a social representation: The rise of homo psychologicus Session 7: Psychology in the dock: The eye-witness testimony experiments, Ted Bundy and the expert witness Session 8: Psychometric testing: IQ, who are you, and are you what we want? Session 9: Psychopharmacology: The advent, use, spread, and abuse of prescribed mind altering drugs Session 10: Ergonomics: The environment seen as designed affordances Session 11: Happiness: The history and future of a concept Session 12: Mind reading: fMRI and it proposed applications

Pre requisites Activities

There are no hard pre-requisites for this module. Students must be prepared to have their assumptions challenged with an appetite for what makes other people tick! Activities will include: • What is psychological evidence? An exercise centred on the idea of attributing a

International Summer School module outlines 2014

International Summer School 2014 Module Outlines truth value to a psychological proposition. What are the most useful findings of modern psychology? A vox pop exercise centred on establishing the psychology studies that have had the greatest impact outside of the discipline. • From Ivory Tower to the Street: A presentation showing how abstract theory can be used to illuminate different aspects of a single phenomenon. • Thesis, anti-thesis and synthesis: A group exercise showing how different disciplines in the social sciences might view the same event. • What is ‘Real World’ research? An exercise which converts claims and propositions found in news bulletins into fieldwork. • What has psychology ever done to us? An exercise showing how psychology has come to change the nature (or properties) of the thing is purports to explain. • The formal and informal ethics of everyday life: Exercise showing how common ethics and the British Psychology Society converge and diverge in their approach to the person as a moral entity. • The class believes…:A formative debate whereupon students argue for a proposition they (broadly) disagree with, and against one they agree with. The School of Social Work and Psychology is an internationally renowned academic department dedicated to research and teaching in social work, social policy and psychology. We have a strong interdisciplinary focus with a reputation for policy relevant empirical research. The recent Research Assessment Exercise (RAE) confirmed our research excellence, rating 90% of our research to be of international standing and 55% judged to be "world leading" or "internationally excellent". In addition we have an excellent record for teaching with consistently high ratings in the National Student Survey. For more information on the department please see: http://www.uea.ac.uk/psy •

School Profile

Section 2 – Details of module Description What is this module about? Learning Objectives What will I learn? (subject specific and transferable skills) Learning outcomes What will I be able to do by the end of the module? Links Where does this fit in to my studies?

Psychology in Action concerns itself with various forms of applied psychology and how psychology is used implicitly and explicitly by lay persons and how it can be seen to be at work in various formal and informal social settings. The overarching objective is to show you way in which psychological theories, methods and findings have entered into and play out in the day-to-day world of work, family social life, professional practice and other settings. In other words, we are looking to show you psychology in action in the world around you. The module will equip you with a number of skills. See the details under ‘key skill’ at the end of each session descriptor.

This depends on your current major/minor mix, what you have studied and what you intend to study. We would like to emphasise that this module assumes no prior knowledge of psychology.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 3 – Teaching Team

Module Convenor

Dr Simon Hampton - Simon is a Lecturer in Psychology at UEA, Admission tutor for the BSc Psychology degree, and will be overseeing the delivery of the Summer School module ‘Psychology in Action’. A British Psychological Society qualified psychologist he has taught on a number of the core and compulsory modules that make up the degree and his publications include articles on reproductive technologies and the history of psychology. He had published a book called ‘Essential Evolutionary Psychology’, and is working on a second which will deal with some of the outstanding conceptual and historical issues in psychology.

Others

Dr Laura Biggart - Laura is a Lecturer in Social Science Research at the University. She has a first class degree in BSc (Hons) Psychosocial Sciences and a PhD for research on fathers and work-family life. She is BPS qualified in Psychometric testing in Levels A and B. Her research focuses on social cognition (emotion recognition, attribution) and emotional intelligence (trait and ability models), particularly in applied settings, for example: work-life balance, recruitment and selection, parenting and youth offending. Laura’s current research involves examining social competence in young offenders and children in care and the importance of emotional intelligence for public sector workers. Dr Victoria Scaife - Vicky leads the Psychology of Substance Use Research Group at the University. She also directs the School’s popular MSc Child and Family Psychology programme, and oversees all of the School’s taught psychology masters programmes. Vicky is a Chartered Psychologist specialising in social psychology and drug and alcohol use. Specific research interests include young people and substance use decision-making, parental substance misuse, and public and professional attitudes towards people with substance use problems. Recent research projects have focused particularly on the needs of vulnerable young people, and on student binge-drinking. Dr Neil Cooper - Neil is a Senior Lecturer in Psychology, and the module director of BSc Psychology. Neil’s scholarly work orients around qualitative approaches in psychology and their application in professional practice and social issues. Using qualitative methods he takes a psychosocial stance to exploring the interconnections between individual's lived experiences and their sociocultural environments. Research projects he is involved cover areas such as multidisciplinary working practices, family support, how technological change impacts social care and the personal experiences of migration. Neil is also interested in the student experience at university and is active in projects aimed at supporting first year students through the use of technology such as podcasting. Mr James Newman - James currently lectures for a range of programmes including those in Sports Coaching and Psychology for UEA and University Campus Suffolk, Lowestoft. Having completed his Master’s thesis on ‘Conflict Resolution Among Friends In Sport’, his current research interests aim to continue assessing how relational factors affect the sport experience. Currently, he is working on a research proposal to develop a questionnaire focused on bullying within Physical Education. He will be embarking on PhD study in the near future, with the hope that this will lead to a full lecturer role at a Higher Education Institution.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 4a - Module Study Hours Pre-Module Preparatory Reading Notional study hours 56 hours (over 4-6 weeks) It is a normal expectation that students registered on UEA modules will carry-out preparatory reading prior to engaging with the taught element of a module. In the case of ISS modules, this should be spread (ideally) over the 4-6 week period prior to arrival at UEA. This not only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment. Crucially it means that students are able to place their learning on the module into a wider context.

Section 5 - Teaching Sessions Lecture Programme – details for each lecture This Module is comprised of 14 Sessions. All of the Sessions are 3 hours in duration. Some of these are a straight 3 hours. Others a divided into 2 90 minute segments. And some carry a ‘Homework’ component whereupon the Session will be concluded when you bring to the class work that has been carried out away from it. Each Session is detailed below under a common format comprised of ‘Content in Brief’, ‘Practical component’, ‘Learning outcomes’, ‘Key skill’, ‘Homework’ (where applicable’, and ‘indicative reading’ (where it has, at this point, been decided). Session 1: Knowing thyself: The history of psychology from soul knowledge to self-help. Content in brief In this session we look at psychology as an exercise in the Platonic insistence that we know ourselves. We will examine various ways in which this has been and is done, and consider the question ‘am I all I need to know?’ Practical component Tough but tender, we will be asking you to tell us about what you are. This will be more than an ice breaker and more of a portrait builder – a portrait that will be revisited at points in the module to see if it has changed. The learning outcomes for the session are To develop a historical appreciation of why it is and what might be gained from so-called ‘navel gazing’. To be able to illustrate how this practise has changed over time. To be able to explain why it is you come to see yourself as you do. Key skills Coming to some understanding as to why you see yourself, and describe yourself, as you do facilitates an important skill called impression management. Session 2: Cross cultural meanings of ‘the self’. Content in brief Central to modern psychology is the concept of self, and the notion that that self is like something – i.e. that each of us has a personality, or type of character. In this session we will examine these ideas, and look at how different cultures conceive of the self in different but quite characteristic ways. Practical component We will be completing, using, evaluating and modifying various types of psychometric tests – i.e. instruments based on self and other reports - which claim to tell us and other what we are like. The learning outcomes for the session are International Summer School module outlines 2014

International Summer School 2014 Module Outlines To be able to offer and assess at least two definitions of ‘self’. To be able to describe what might bring about individualistic and collectivist senses of self. To be able to use and evaluate at least one type of psychometric test. Key skills Having some idea of how you may appear to be to others and how you interpret others and form decisions about them it a key interpersonal skill that can be developed and has explicit utility in any form of interview. Homework To find a least one person that you do not already know to complete a test the results from which you then discuss with them. Session 3: Common and Mysterious: The functions of Sleeping and dreaming Content in brief Sleep is the single most common form of behaviour – most of us we don’t spend anything like as much time eating, drinking, being physically intimate with others, or even working at a single task (most work is comprised of identifiable sub-tasks), and as such is worthy of analysis (e.g. what is its function). But it also appears to be coterminous with arguably far more intriguing phenomena to the psychological imagination – dreams. This session examines the properties, relationship between and functions of both. Practical component Having been given notice, we expect you to bring some of your dreams into the class and open them up to examination and interpretation by the rest of the class. Learning outcomes To be able to describe patterns and types of sleep To be able to forward at least three theories of the purpose of this behaviour. To be able to recount and offer an assessment of at least three theories of the purpose of dreams. Key skill Sleep – and good sleep at that – is clearly essential to sound cognitive functioning and after this session you should be in a potion to analyse and evaluate the quality of your own sleep and address deficiencies. Session 4: How to design a questionnaire Content in brief Questionnaires, especially those that assess attitudes, are a staple of psychological research, especially social psychology. This session is about what constitutes a good questionnaire – i.e. one that can be defended in terms of its validity in that is measures what you think it measures, and reliability in that it does some with consistency. Practical component Beginning with a claim about persons, groups, differences between groups, or the views that some person hold about others – it will be your choice – we will formulate a hypothesis and design a set of questions that will test it, and that we will do. The learning outcomes for the session are To be able to derive a hypothesis from a general proposition courtesy of a research question. To be able to formulate a set of question that pertains to the status of the hypothesis. To do this knowing which statistical procedure will be used in order to determine the status of the hypothesis. Key skill Understanding the epistemological difference between a proposition, a question, and a hypothesis, and why the latter is privileged over the first two. Home work Will be to administer your questionnaire to approximately 5 participants and return to class with it for analysis. Indicative reading nd Chapter 6 ‘Self-completion questionnaires’, in, Bryman, A. Social Research Methods (2 ed). OUP: Oxford Session 5: The rise of homo psychologicus Content in brief In the Anglo-American cultural and media scene psychologists are amongst the most visible public intellectuals. Why? Why do we ask so much of them? This session looks at how psychological knowledge has gone from being rectified to part of what we might call the consensual knowledge – i.e. one of the things that International Summer School module outlines 2014

International Summer School 2014 Module Outlines bind us courtesy of shared social representations – and at the notion of psychological expertise. Practical component Here we want you to delve into your own experience of psychology and psychologists. Who are they? What are they like? What are they alike? Are they likeable? We will be setting you up as focus groups to explore these questions and, afterwards, asking each of you to prepare and present a summary of what you thought your group agreed and agreed to disagree on. Learning outcomes To be able to describe and assess the theory of social representations. To be able to apply the theory to a collectively shared phenomenon. To have some experience of the technique and experience of focus group research. Key skills We all need to simplify, and we are subject simplification. A key skill is in having some grasp of how to do it is critical in many scenarios where effective communication of a message (or part therein) is important. Also, some understanding as to how the messages that you receive have been simplified is useful. Session 6: Cultural Psychology – the society in our mind. Content in brief This session is an introduction to Cultural Psychology and will explore the relationship between psychology and culture by considering how psychological theories, concepts and research are related to cultural experience and practices. The session involves an introduction to cultural psychology, critically watching ethnographic film, a cultural quiz to illustrate the complexity of even ‘everyday’ culture. After discussing the methods of ethnographic research, the group will undertake ‘fieldwork’ in the community and report their findings back to the class. Learning outcomes Describe the attributes of cultural psychology. Describe the impact of cultural factors on specific psychosocial areas such as socialisation, self identity, and social behaviour. Illustrate the main strategies involved in ethnographic research and appraise major methodological and practical issues. Recognize the ways in which psychological research may be culture-bound and critically consider the theoretical implications of research investigations conducted in different cultural contexts. Practical component Working in small groups the class will identify a specific area of life which is linked to psychological theory and identify where ethnographic evidence may be gathered to enhance our understanding of this area. Groups will be guided on the techniques of observation and the research issues which need to be considered. Key skills Students undertaking the session will develop an understanding and respect of cultural perspectives, and an open-minded approach to which enables them to be more adaptable and flexible in diverse situations. Home work Observational exercise which involves looking at ‘the English’. Indicative reading Chap 4 ‘Analyzing Subjective Culture’, Triandis H.C. (2004) Culture and Social Behavior. McGraw Hill Boston. Session 7: Criminal psychology – young offenders Content in brief Criminal Psychology focuses on factors which predict or explain criminal behaviour of offenders focusing on psychological aspects. In this session, after clarifying what is meant by criminal behaviour, risk assessment will be considered and evaluated as an approach to predicting criminal behaviour and designing preventative interventions. The role of social cognition (e.g. emotion self regulation, empathy) for explaining aggression in young people will be explored. Practical component In small groups, students will design an intervention that would help improve social cognition in young people. Learning outcomes To engage in the practical exercise in a reflective manner to make connections between the practical tasks and theory International Summer School module outlines 2014

International Summer School 2014 Module Outlines To evaluate the strengths and weaknesses of the practical tasks in achieving their aim of mitigating some of the developmental delays in social cognition that are common amongst offenders To gain an understanding of risk and protective factors in predicting criminal behaviour To gain an insight into the design processes that help mitigate some of the developmental delays in social cognition that are common amongst offenders. Key skills An understanding of how important social cognition skills are for the transition from adolescence to adulthood in negotiating the social world. Home work Will be to design your intervention and return to class to evaluate them. Indicative reading Chapter 1 in Saarni, C., Harris, P.L. (Eds) (1989) Children's understanding of emotion. Cambridge: Cambridge University Press. Session 8: Occupational psychology – recruitment and selection Content in brief Occupational psychology is concerned with the performance of people at work and with how individuals, small groups and organisations behave and function. Its aim is to increase the effectiveness of the organisation and improve the job satisfaction of individuals. The application of occupational psychology is relevant to staff selection, equal opportunities, training and development, psychological testing, and stress and health all of which have brought occupational psychologists to the fore of strategic business practice. In this session we will consider the role of cognitive biases in influencing recruitment and selection. Students would get an opportunity to design some form of assessment which challenges stereotypes, overcomes cognitive biases, deals with impression management, evaluates issues of fairness, diversity and achieving a good match of candidate to job. By putting yourself into the employer’s shoes, you will gain a valuable insight into employers’ thinking processes and criteria when recruiting which will be helpful for future job applications. Practical component In this session students will design an appropriate assessment designed to challenge stereotypes, overcome cognitive biases and deal with impression management. The process also requires that you evaluate issues of fairness, diversity and achieving a good match of candidate to the job. Students will work in small groups to design the form of assessment and each student will undertake each of three roles: Carrying out the assessment, taking the assessment and also being an observer. Learning outcomes To gain an understanding of some of the psychological cognitive biases that can influence recruitment and selection To gain an insight into the design processes that help mitigate some of these psychological cognitive biases To experience the recruitment and selection process from different perspectives: employer, interviewee and observer To engage in the practical exercise in a reflective manner to make connections between the practical tasks and theory To evaluate the strengths and weaknesses of the practical tasks in achieving their aim of mitigating psychological cognitive biases To work as a group to achieve a goal Key skill Understanding how cognitive biases can influence decision making for important outcomes and some techniques for overcoming them. Indicative reading th Chapter 3 ‘The interview’, in, Cook, M. 2004. Personnel Selection (4 ed). John Wiley & Sons: West Sussex Session 9: The Social Psychology of Substance Use Content in brief Social Psychology is concerned with understanding how individuals make and shape their social environments, and are in turn made and shaped by them. This session explores how individuals make International Summer School module outlines 2014

International Summer School 2014 Module Outlines decisions about licit and illicit substance use and how social environments can influence those decisions. There will be a particular focus on binge drinking, young people, and various features of the UK night time economy, including the traditional British Pub. Practical component A combination of field trips and seminar work will be used to identify the broad individual, social and environmental factors which can act to facilitate or inhibit binge-drinking. This will provide a basis for generation and implementation of a questionnaire designed to test emergent hypotheses, and production of a set of practical policy recommendations based on your findings. The learning outcomes For the session are to be able to: generate testable hypotheses regarding binge-drinking formulate a questionnaire to test hypotheses perform simple analysis of basic data arrive at conclusions concerning the relative contribution of individual and broader social structures to bingedrinking phenomenon, and following that to produce a set of practical policy recommendations Key skills Understanding the extent to which common human behaviour is individually and/or socially determined, and development of the ability to use both theoretical and applied knowledge to produce practical, psychologically-aware recommendations for addressing common problems Home work Will be to administer your questionnaire to approximately 5 participants and return to class for analysis. Indicative reading Ch.7 ’Social Interaction and Social Groups’ in Sussman, S. & Ames, S.L. (2008). Drug Abuse: Concepts, Prevention and Cessation. CUP: Cambridge. Session 10: Feedback, Reinforcement, and Expectation Effects in Sports Performance Content in Brief Students will be taught on two related areas of Sport Psychology: Feedback and Expectation Effects. This will include two lectures which will provide the background behind each area as well as key theories and applications. This will be reinforced within a practical session where students can embed the lecture material in practice. Session plan Students will attend Feedback and Reinforcement lecture (60 minutes). Learning outcomes - Define feedback, reinforcement, and punishment - Differentiate between punishment, positive reinforcement and negative reinforcement - Explain the effectiveness of positive and negative approaches to feedback - Explain the 4 stages of research on coach effectiveness training - Understand the coding scheme of the CBAS - Explain the relationship between various types of professional behaviours and players’ psychological and behavioural outcomes Students will then attend Expectation Effects lecture (45 minutes). Learning outcomes Explain the “self-fulfilling prophecy” effect Explain Martinek’s model of teacher expectations in PE and sport Understand the idea of attributions and how they contribute to future expectations Be able to explain 4 principles for preventing negative expectation effects, and apply them to case studies Practical session at UEA Sportspark (75 minutes). Students will participate in a 30 minute coaching session, where they will be asked to pay attention to the feedback given and received. At the end of the session students will be asked to form into groups to discuss this feedback and link it to reinforcement, punishment etc. Students will then be asked to take part in another 15 minute coaching drill. This will then be linked as a group discussion to the Self-Fulfilling Prophecy. International Summer School module outlines 2014

International Summer School 2014 Module Outlines Key skills The key skill gained from this session will come in your ability to apply relevant psychological theory to analyse, improve and evaluate your and others performance in stressful situations. Session 11: Attribution & Achievement in Sports Performance Content in Brief Students will attend two lectures that discuss two key motivational theories. The lectures will include research and practical applications linked to these theories. This will be reinforced by a practical session that demonstrates to students the applications of these in the sporting environment. Lecture 1: Students will attend Attribution lecture and take part in the associated activities where possible (60 minutes). Learning outcomes Explain the difference between task (mastery) and ego (outcome) goal involvement Explain how goal involvement is linked to motivated behaviour Understand the difference between a differentiated and undifferentiated concept of ability, and how these predict goal involvement Understand how goal orientations relate to goal involvement Explain how the motivational climate predicts goal involvement, and what you can do as a coach or teacher to improve the motivational climate Lecture 2: Students will then attend Achievement Goal lecture and again will participate in activities where possible (60 minutes). Learning outcomes Explain the difference between task (mastery) and ego (outcome) goal involvement Explain how goal involvement is linked to motivated behaviour Understand the difference between a differentiated and undifferentiated concept of ability, and how these predict goal involvement Understand how goal orientations relate to goal involvement Explain how the motivational climate predicts goal involvement, and what you can do as a coach or teacher to improve the motivational climate Practical component Student will then attend a practical session at UEA Sportspark (60 minutes). Students will play a small sided game (15 minutes). Students will then form into small groups and give reasons for their success and failure in the game. Students will then be required to classify these according to Attribution Theory and discuss motivational outcomes. One student will then lead the group in a sporting activity (10 minutes). Group discussion will then focus on motivational climate set. Key skills The key skill gained from this session will come in your ability to apply relevant psychological theory to analyse, improve and evaluate your and others performance in stressful situations. Session 12 : Language in Action - Qualitative Research in Psychology Content in brief The session aims to heighten your critical ability in relation to qualitative approaches in psychology and to develop your ability to examine a psychological issue through the application of a qualitative method, specifically narrative analysis. The session will explore the way in which social and individual processes impact on people by illustrating how language is central to how people understand the world they live and how people understand themselves. To anchor the session we focus on talk about families. ‘The family’ provides a background which offers you the opportunity to explore the way in which ‘talk’ frames both the socially shared and uniquely individual ways in which people live. Through exploring the way in which the family and its meaning(s) are psychosocially constructed questions concerning power, politics and individual agency are also addressed.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Learning outcomes Be able to use appropriate vocabulary in describing qualitative approaches used in psychological research. Compare and contrast quantitative and qualitative methodology and understand the philosophical position of social constructionism. Identify and critically comment on the strengths and weaknesses of qualitative methodologies. Describe the nature of ethical issues arising from qualitative research. Reflect upon the problematic nature of knowledge construction and the significance of the researchers’ role in the exploration of psychological issues and problems. Practical component We will be exploring how people talk about family and what family means to them. We will start by sensitising the group to the nature of language and the importance of language for creating what we know about the world. From this point we will explore what family means within the group then venture out to gather stories about families from around the campus. Finally using an analytical guide we will analyse the stories we have collected to arrive at a conclusion about what family means. Key skills Have a broader capacity to write and read research reports in psychology, and the capability to express a wide range of methodological considerations related to researching people. Home work Interview one person through asking them to ‘tell me a story which sums up family life for you’. Indicative reading Chapter 22 ‘Life story and narrative research’, in, Langdrige D. and Hagger-Johnson G. (2009) Introduction to Research Methods and Data Analysis in Psychology. London. Pearson. Session 13: Persuasive communication: Marketing and advertising to the masses Content in brief Research has shown us that there are some rules to effective communication – be it advertising consumer goods, relaying public health messages, those that want to convey political or ideological policy ideas or meanings - and this session will explain and show you what they are. Practical component The practical component will b intertwined with the lecture and the goal is for you, in small groups, to generate and advertisement, The group together will decide which of them is best. You will get another go on a product/issue of your choice. Learning outcomes To be able to explicate the four stage model of persuasive communication that underlies much of it that proves to be successful. To be able to translate this model into actual messages. To be able to design messages in various communication modalities such as TV, posters, and radio. Key skills To be able to identify the structure of the model if and when it is embodied in messages and communications aimed at you in. Session 15: Inside schizophrenia Content in brief There are many myths about mental illness, especially schizophrenia. This is in part because there are so many components to the illness, and it may be that no two persons diagnosed with it have the same symptoms. However, there are some common symptoms and in this session will be delving into your own minds with a view to showing you what they are and what they might feel like to experience. Practical component Without giving too much away, we can say that the practical parts of this session will involve some role play, some confession, and some talking to yourself! Learning outcomes for this session are: For you to be able to elucidate the common symptoms of schizophrenia and detail common patterns of the trajectory of the condition. For you to be able to show aspects of your own experience may be thought of as schizoid. To be able to outline some of the probable antecedents and causes of the condition. International Summer School module outlines 2014

International Summer School 2014 Module Outlines Key skills The key skill we want you to derive from this session is, in essence, to develop a way of seeing mental health in continuous rather than categorical terms. By this we mean an appreciation that sane and not-sane, either condition X or Y is neither a correct or useful way of thinking about psychiatric conditions.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Science (SCI)

Next Generation: Digital Animation

School of Computing Sciences (CMP)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Next Generation: Digital Animation Module code CMPC2001S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014

School of Study Academic Module Description

Pre requisites Fieldtrips School Profile

School of Computer Sciences Dan Smith Learning to understand the process involved in 3D modelling and animation is essential for much of the work that takes place in digital media today. This module aims to introduce students to this exciting area, focusing on the principles and practices involved in digital animation.With over 40 hours of contact time, students will gain an in depth understanding of the issues involved in the creation of 3D models and how they are used to create visual images and animations. Delivered by the School of Computer Sciences, the module will take a practical and hands on approach to learning and provide students with a real insight into the professional world of digital animation. Through structured sessions students will gain practical experience of creating their very own 3D models with the software Autodesk 3ds Max. As the industries standard software the module will familiarise you with the package that is used by the professionals in digital animation. Through practical sessions students will learn how to use the package and develop their own 3D models. Taking this further, students will develop knowledge and understanding of how these 3D models can be modified in a variety of different ways, and how to manipulate the images by using the software. Students will also be taught how to apply a range of textures and surfaces to their 3D objects and explore ways of creating effects such as adding lighting for realism and exciting special effects. Students should come equipped with an interest in learning about digital animation. No specific knowledge or experience is required Full details on field trips will be announced shortly at http://www.uea.ac.uk/SummerStudyAbroad/modules/cmp. The School of Computing Sciences was ranked fifth out of all mainstream English universities; joint with computer science departments of the Universities of Cambridge and York. In the latest (2003) teaching quality assessment made by the government quality assurance agency (QAA) the school was awarded the highest score of “commendable” in all four categories. Our degree programmes are accredited by the British Computer Society (BCS) and the National Student Survey of final year students puts us ninth in the country. Please see http://www.uea.ac.uk/cmp.

Section 2 – Details of module Description What is this module about?

Understanding 3D modelling and animation is essential for much work in digital media. Students will gain an understanding of the issues involved in the creation of 3D models and their use to create images and animations. They will gain practical experience in creating 3D models and modifying them in a number of ways, using industry standard software. They will learn how to apply a range of textures and surfaces to the objects, add lighting for realism and special effects.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Learning Objectives 1. To introduce the theory, processes and limitations of digital animation. What will I learn? (subject specific and transferable skills)

2. To give students an understanding of appropriate design approaches for digital animation. 3. To introduce student to techniques needed to create high quality animations.

4. To give students experience of tools and packages for digital animation.

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit into my current studies?

Module specific:On completion of this module, students will be able to: -Apply skills in 3D modelling and animation. -Analyse real world scenarios and propose character modelling solutions. -Evaluate natural phenomena from an animation perspective and identify transformation methods for specific situations. Transferable Skills:Experience of media design processes. Improved presentation skills. Improved analysis and problem-solving skills. This module would be ideal if you are currently studying Computer Science or are taking any computing modules. However, no specific prior knowledge of digital animation is needed.

Section 3 â&#x20AC;&#x201C; Teaching Team Module Convenor

Dr Dan Smith is Course Director for MSc Computing and MSc Advanced Computing Science. He has authored over 40 papers and is a member of the British Computing Society, The IEEE Computing Society and the Association for Computing Machinery.

Total

200 hours This is the total notional study time for the module, which includes attendance at lectures/field sessions, seminars, reading, preparation of coursework, independent study and all other forms of study associated with modules.

Section 4 - Expected Study Hours Activity

Details

Lectures

International Summer School module outlines 2014

Total hours 8

% of credit

International Summer School 2014 Module Outlines Pre-lecture preparatory reading and post-lecture follow up reading

Lab classes

Background reading and research

Lab exercises

Design development

Animation development

Presentation preparation

Total

200

Section 5 – Teaching Sessions Lecture Programme – details for each lecture • • • • • • •

•

An understanding of the process of modelling and rendering. Introduction to Modelling in 3Ds Max. Lighting principles and their application to rendering. Introduction to Rendering and Computer Animation. Manipulating 3D objects and texturing. Controlling Animation using spline paths. Using image processing techniques to improve texturing. Using Plugins and additional resources with 3ds Max.

Other Taught Sessions Programme – workshops, practicals, fieldwork, placements, drop-ins Lab classes will be scheduled to run through tutorials related to the lecture material. Topics will include: • Design of digital animations • Modelling objects in 3ds Max. • Rendering tools including Mental Ray • Lighting, Texturing and Materials There will be 32 hours of supervised lab classes

Section 6 – Study materials Required Reading

Michele Bousquet (2011), How to Cheat in 3ds Max 2011: Get Spectacular Results Fast, Focal Press Isaac V. Kerlow (2009), The Art of 3D Computer Animation and Effects, Wiley Mario Pricken and Christine Klell (2004), Visual Creativity: Inspirational Ideas for Advertising, Animation and Digital Design, Thames and Hudson

Other study materials

There is an extensive collection of online documentation, tutorials and other resources to support this module. Relevant links and material will be made available via Blackboard.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 1

July 2014

TBC

Individual oral and written class comments

Assignment detail (e.g. title, type, module test length, word limit, presentation length) 3DS Max tutorials Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 2

July 2014

TBC

Individual oral and written class comments

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Animation design exercises

Section 8a - Summative Assessment Assessment Type

Percentage (%)

Coursework 30 70

Assignment Deadline

Return date

Nature of feedback

TBC TBC

Written comments Oral and written comments

Assignment detail (e.g. title, type, module test length, word limit, presentation length) Assessment is by coursework and project. There are two assignments: â&#x20AC;˘ Model design (30%) â&#x20AC;˘ Animation project and presentation (70%)

Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

To apply Skills in 3D modelling and animation.

Analyse real world scenarios and propose character modelling solutions.

1. Project

To evaluate natural phenomena from an animation perspective and identity transformation methods for specific situations.

International Summer School module outlines 2014

2. Design coursework

International Summer School 2014 Module Outlines

Faculty of Medicine and Health Science (FMH)

Childrenâ&#x20AC;&#x2122;s Health and Well-Being

School of Rehabilitation Sciences (RSC)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title Children’s Health and Wellbeing Module code RSC-2002S

Credit value 20 UK

Academic Year 2013-14

Semester Summer 2014 Section 2 – Details of module

Description What is this module about?

This module is designed to help students develop an understanding of the value of play in contributing to the development of children’s health and well-being. Students will have the opportunity to explore play in depth considering psychological, physical, linguistic, and socio-cultural perspectives and relate this to children with disability. They will discover how play builds relatedness between children and parents and beyond and also facilitates motor development. This module is particularly suitable for those interested in working with children, young people and their care-givers in educational, health, and social care settings will find this particularly interesting. Through active, student-centred enquiry led learning (ELL), lecture & seminar sessions, student selected studies with presentations and use of video observation students will be encouraged to develop their understanding of the value of play and its influence on health and well-being. In addition they will have the opportunity to develop their critical thinking skills through presentation of an argument to support provision of play with a client or client group of their own choice. The module seeks to provide students with the opportunity to develop and enhance skills which will contribute to their progression towards employment and continued study in a range of sectors, for example: • • • • •

Learning Objectives What will I learn? (subject specific and transferable skills)

Designing and promoting play equipment and environments Special Education Teaching & Healthcare Assistants Child/Youth/Family Worker Health/Well-being Policy Co-ordinator, and policy development

Students will learn and develop their knowledge and skills in the following areas: 1

Theories & characteristics of play, including play in different cultures.

The development of play from birth to adolescence; including observing children.

The importance of play in learning and applying knowledge: a. play and the promotion of symbolic and language development, including literacy; b. play and social development; promoting positive behaviour;

International Summer School module outlines 2014

International Summer School 2014 Module Outlines c.

play and sensory motor development;

How to develop and support play in special populations;

How to provide an environment (incl. objects & technology) that promotes play.

Upon completion of the module, students will be able to:

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit in to my programme?

Identify the importance of play and debate its relationship to children’s development; b. Construct an argument to support the place of play in a child’s learning environment; c. Analyse environmental and cultural factors and individual circumstances that facilitate or hinder play; d. Construct an observation and use observational skills to analyse play activities. This module provides a unique opportunity to study and appreciate the centrality of play in child development and how play builds children’s and society’s health and wellbeing. The module would suit individuals from the UK/EU and from further afield who wish to explore this exciting area of education.

Section 3 – Teaching Team Module Convenor Others

Jennie Vitkovitch

Meg Kamble, Anne Killett, Swati Kale, Chia Swee Hong

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

ELL

Students will work in enquiry led learning groups to set the context for learning. Students will be presented with a set of vignettes to follow up. ELL group size will be no less than 8 and no more than 10.

10 hours

Lectures

Lecture sessions will be flexible and incorporate seminar/practical activities. They will support the ELL trigger material; introduce key concepts and signpost students to follow up reading material.

30 hours total lectures plus seminars and practicals

Practical sessions will follow up material from lecture sessions. In these the students will engage more fully with

International Summer School module outlines 2014

International Summer School 2014 Module Outlines certain aspects of the topic through individual or group activities. Pre-lecture preparatory reading and post-lecture follow up reading, also pre-seminar preparation and follow up study

Students will use the library, on line facilities, the NEAT in the Queenâ&#x20AC;&#x2122;s Building and appropriate resources to engage in self-directed study to prepare for ELL sessions and follow up lectures to embed their learning. This will involve studying selected journal articles and publications, and consideration of assessments and observation checklists and experimenting with assistive technology.

Student Selected Studies

Reading of various journal articles and publications, and consideration of assessments and observation checklists.

30 hours preparation/follow up

Formative assessment

The students prepare a piece of work to present in the ELL discussion sessions. This is formatively assessed.

8 hours preparation

Written assignment plan

6 hours preparation

SSS presentation plan

6 hours preparation

0 35 hours preparation/follow up

Feedback sessions

During ELL and seminars

Assessed course paper

Essay

50 hours preparation

SSS presentation

25 hours preparation

Recommended further reading

To be confirmed

Other study materials

To be confirmed

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

International Summer School module outlines 2014

Nature of feedback

International Summer School 2014 Module Outlines Formative 1

ELL session week 2 & 3

Weeks 2 & 3

Feedback, using a standardised proforma, on ELL presentation to group

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

In ELL discussion sessions students will present a summary of their independent learning to the group. This can be an oral presentation, via power point or using a visualizer, or facilitating a learning experience with their peers. This will be a maximum of 5 minutes per presentation. Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2&3

TBC

Written comments on SSD and essay plan, plus individual discussion with students if requested.

Assignment detail (e.g. title, type, course test length, word limit, presentation length) In week 1 the students will be given a scenario which could involve an individual, a particular group of children or their carers, or an organisation. . Students will be required to construct an argument for creating opportunities for play activities within the environment show how they can be developed/setup, demonstrating the impact this will have on the individual/group. SSS Presentation: this should be an initial presentation including power point slides Essay plan: no more than a single side of A4, maximum of 300 words; information to be discussed, and outline of structure.

Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignme nt Deadline

Return date of marked work

Nature of feedback

Coursework

(a) Essay â&#x20AC;&#x201C; 70%

TBC

Week 4 day 3

Written comments on essay, plus individual discussions with students if requested. Both returned at the same time.

(b) Presentation â&#x20AC;&#x201C; 30%

Written feedback on presentation (returned with essay feedback)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Assignment detail (e.g. title, type, course test length, word limit, presentation length) In Week 1 the students will be given a case scenario which could involve either an individual or a particular group of children. Students will be required to construct an argument for creating opportunities for play activities within the environment, demonstrating the impact this will have on the individual/group. They will present their argument using power point slides (15 minute presentation) and support this with a written essay (word limit 1500).

Section 8b - Assessment of module outcomes

Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

List outcomes

ELL presentation

Presentation Plan

Presentation

•

ability to use both visual and verbal skills to present information in a manner appropriate to the target audience

•

ability to use both visual and verbal skills to present information in a manner appropriate to the target audience

•

ability to use both visual and verbal skills to present information in a manner appropriate to the target audience

•

to engage the group members in a learning experience

•

to construct a presentation demonstrating a new area of learning

ability to compose a reasoned argument presenting and explaining aspects of the scenario

Essay Plan •

To construct a written balanced argument

•

To clarify how play can be

International Summer School module outlines 2014

Essay •

To construct a written balanced argument

•

To clarify

Exam

International Summer School 2014 Module Outlines used to develop children’s health and well-being •

•

To explain how play opportunities can be developed in a specific scenario To draw on appropriate resources to support the argument

how play can be used to develop children’s health and well-being •

To explain how play opportunitie s can be developed in a specific scenario

•

To draw on appropriate resources to support the argument

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group discussions and debate.

Group discussions and debate; shared learning objectives from ELL.

Construction of balanced arguments both in writing and oral presentations. Group discussions and debates.

Group presentation within debate; individual presentation.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Faculty of Medicine and Health Science (FMH)

Future Medicine

Norwich Medical School (MED)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title: Future Medicine Module code: MED-2002S

Credit value: 20 UK

Academic Year: 2013-2014

Semester: Summer 2014 Section 2 – Details of module

Description What is this module about?

This module is designed to help students develop an understanding of some of the recent breakthroughs that have taken place in medical science as well as the effect of global changes that impact on health care. This module has been designed to provide additional support to students who wishing to progress into a career in health and medicine upon graduation. This also module seeks to provide students with a programme of study that will •

enhance the transition into their future career path

•

provide evidence of commitment to a future career in health

Through Problem Based Learning (PBL), seminar sessions, student selected studies with presentations and relevant field trips we will encourage students to develop an increased scientific knowledge in specific areas related to medicine. In addition we will explore and engage in the critical approach in supporting a reasoned argument, we will engage in discussions and debates on a range of topics such as stem cells, globalised healthcare and pharmacogenomics. Finally we will explore the ethical implications of these future developments.

Learning Objectives What will I learn? (subject specific and transferable skills)

Students will learn or develop an understanding of:

Learning outcomes What will I be able to do by the end of the module?

Upon completion of this module students will be able to:

the scientific details underpinning future medicine such as stem cells and pharmacogenomics

the global implications of healthcare developments associated with future medicines

the ethical implications and the ethical debates surrounding recent scientific breakthroughs

compose a reasoned argument (both in writing and orally)

complete in-depth literature reviews within specified scientific areas

explain how technological and scientific advances are changing future medicine

International Summer School module outlines 2014

International Summer School 2014 Module Outlines recognize and describe the ethical issues associated with developments in medical research (bioethics)

An opportunity to study abroad and develop an increased understanding of studies for Links Where does this future careers in health care settings. fit in to my programme?

Section 3 – Teaching Team Module Convenor Others

Dr Laura Bowater

Drs John Winpenny, Anna Smajdor and Barbara Jennings plus others to be arranged.

Section 4 - Expected Study Hours Activity

Details

Total hours

% of credit

PBL

Students will work in PBL groups. The groups will meet on a weekly basis. Group sizes will be dependent on the number of enrolled students

4 x 3 hours

Pre-PBL preparatory reading and post-lecture follow up reading

Students will use the library and on line facilities to develop self-directed study to prepare for the PBL sessions. In addition students will undertake follow up reading to embed their learning gathered throughout the weekly PBL sessions.

4 x 5 hours

Seminars

A range of subjects ranging from ‘Ethics’, ‘Genetic Screening’ and ‘Stem Cells’, pharmacogenetics, pathophysiology of named disease conditions (e.g. Cystic Fibrosis and obesity), global issues in healthcare. At least two seminars will be provided on a weekly basis.

10 contact hours

Reading of various journal articles, news websites or publications.

15 hours preparation/follow up

Pre-seminar preparation and follow up study

International Summer School module outlines 2014

Plus 10 hours field trips

International Summer School 2014 Module Outlines Student Selected Studies (SSS)

Reading of various journal articles, news websites or publications.

20 hours preparation/follow up

Formative assessment

Each week students prepare a piece of work for PBL. This is formatively assessed.

6 hours preparation

Each week students prepare and undertake a mini presentation to their PBL group. They will be formatively assessed on this process.

6 hours preparation

Essay plan

11 hours preparation

SSS presentation plan

10 hours preparation

On-line diary for SSS

10 hours preparation

Feedback sessions

Within the SSS presentation plan sessions.

Assessed course paper

Extended Essay

50 hours preparation

SSS Presentation

20 hours preparation

Recommended further reading

Core text books will be available in UEA library 1. Bauman RW (2004) Microbiology (International Edition). Pearson/Benjamin Cummings (San Francisco, London). QR41.2 th 2. Owen JA, Punt J and Stranford SA (2013) Kuby Immunology (7 edition). Freeman. (or earlier editions or other immunology textbooks) nd 3. Playfair JHL and Bancroft GJ (2004) Infection and Immunity (2 edition). rd th OUP. QR181 (or 3 edition 2008; 4 edition 2013) th 4. Clinical Medicine by Kumar and Clark. Elsevier Saunders 7 Edition. th 5. Emery’s Elements of Medical Genetics. Elsevier Churchill Livingstone, 12 Edition. nd 6. Medical Physiology. (2009) (2 Edition). Boron, WF & Boulpaep, EL. 7. Berne & Levy: Principles of Physiology. (2006). Levy, Koeppen & Stanton. 8. Medical Sciences. (2009). Naish, J, Revest, P. & Syndercombe Court, D. 9. Waldvogel FA (2004) Infectious diseases in the 21st century: old challenges and new opportunities. Int. J. Infect. Dis. 8: 5-12 1. Roses AD. Pharmacogenetics and the practice of medicine. Nature 2000: 405;857-65. 2. Meyerson M et al. Advances in understanding cancer genomes through second-generation sequencing. Nature Reviews Genetics 2010: 11;685–696. 3. Lander E.S. Initial impact of the sequencing of the human genome. Nature 2011: 470;187-197. 4. Yates, LR and Campbell PJ. Evolution of the cancer genome. Nature Reviews Genetics 2012:13;795-806.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Other study materials

5. Murtaza M. et al. Non-invasive analysis of acquired resistance to cancer therapy by sequencing of plasma DNA. Nature 2013: 497;108-113. 6. Becq, F, Mall, MA, Sheppard, DN, Conese, M, Zegarra-Moran, O. 2011. Pharmacological therapy for cystic fibrosis: From bench to bedside. J Cystic Fibrosis 10(Suppl 2): S129-S145. 7. Clunes, MT, Boucher, RC, 2007. Cystic fibrosis: the mechanisms of pathogenesis of an inherited lung disorder. Drug Discovery Today: Disease mechanisms 4 (2): 63-72. 8. Conese, M, Ascenzioni, F, Boyd, AC et al. 2011. Gene and cell therapy for cystic fibrosis: From bench to bedside. J Cystic Fibrosis 10(Suppl 2): S114S128. 9. Dรถring G, Flume P, Heijerman H, Elborn JS & Consensus Study Group. 2012. Treatment of lung infection in patients with cystic fibrosis: current and future strategies. J Cyst Fibros. 11(6):461-79. 10. Hanrahan JW, Sampson HM, Thomas DY. 2013. Novel pharmacological strategies to treat cystic fibrosis. Trends Pharmacol Sci. 34(2):119-25. 11. Rowe SM, Borowitz DS, Burns JL, Clancy JP, Donaldson SH, Retsch-Bogart G, Sagel SD, Ramsey BW. 2012. Progress in cystic fibrosis and the CF Therapeutics Development Network. Thorax. 67(10):882-90. 12. Storey, S, Wald, G. 2008. Novel agents in cystic fibrosis. Nature Reviews Drug Discovery 7: 555-556. Numerous articles and web links will be available via the Blackboard site for the module.

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 1

July 2014

TBC

Each week of PBL

Assignment detail (e.g. title, type, course test length, word limit, presentation length) TBC Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Nature of feedback

Formative 2 Formative 3

July 2014

TBC

Feedback on preliminary SSS presentation, plus individual discussions with students if requested.

July 2014

TBC

International Summer School module outlines 2014

Written comments on Essay plan plus individual discussions with students if requested.

International Summer School 2014 Module Outlines Assignment detail (e.g. title, type, course test length, word limit, presentation length)

SSS Presentation - should provide an initial presentation including power point slides. Essay plan - one page (no more than 350 words) plan of essay - what information is planned to be discussed in their essays, the proposed structure and what are the proposed sources of information.

Section 8a - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

a) essay

70%

July 2014

TBC

Written comments on essay, plus individual discussions with students if requested.

b) SSS presentation

30%

July 2014

TBC

Coursework

Written feedback on presentation (returned with essay feedback)

Assignment detail (e.g. title, type, course test length, word limit, presentation length) Essay: Topics to be discussed will be the future of medical advances and the subsequent consequences to society. Word limit: 2000 words. Presentation: Each student to give an oral presentation on a selected topic that will dovetail with the topics covered within the module. Presentation length: 10 minutes and additional 5 minutes of questions. Assessment Type

Percentage (%) counting towards overall module mark

Exam

Dates of exam period

Assignment detail (e.g. length of exam, rubric)

International Summer School module outlines 2014

Dates when marks will be available on evision

International Summer School 2014 Module Outlines Section 8b - Assessment of module outcomes Learning Outcomes

Formative Assessment 1

Formative Assessment 2

Summative Assessment

Exam

List outcomes

Essay Plan

SSS Presentation

Essay

SSS Presentation

Plan 1) compose a reasoned argument (orally)

1) compose a reasoned argument ( in writing)

1) compose a reasoned argument (orally)

2) complete indepth literature reviews within specified scientific areas

3) explain how technological and scientific advances are changing future medicine

1) constructing a balanced argument in a written assignment 2) explain how technological and scientific advances are changing future medicine 3) evaluate ethical issues associated with rapid and exciting developments in contemporary

2) complete in-depth literature reviews within specified scientific areas 3) explain how technological and scientific advances are changing future medicine

3) evaluate ethical issues associated with rapid and exciting developments in contemporary scientific research

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

Group discussions within PBL

Group discussions, within PBL

Construction of balanced arguments both in writing and oral presentations. Group discussions and debates.

Presentation within PBL; individual presentation.

Self Directed Learning within the PBL process

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Research Module Faculty of Social Sciences (SSF)

PSYCH Research Abroad

School of Psychology (PSY)

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 1 – General Information Module Title PSYCH Research Abroad: Psychological Research in Practice Module code PSY-2002S

Credit value 20 UK

Academic Year 2013-2014

Semester Summer 2014 Section 2 – Details of module

Description What is this module about? Learning Objectives What will I learn? (subject specific and transferable skills)

Learning outcomes What will I be able to do by the end of the module?

Links Where does this fit in to my programme?

This module offers an intensive research experience, and will focus on experimental design. Students will have the opportunity to learn about and use various experimental methodologies, including motion tracking, electrophysiology, eye-tracking, and virtual reality. During the module, students will learn how to design and carry out their own study. The module is aimed at students who would like to gain knowledge and an understanding of empirical research methods. Students will get the chance to learn about a number of different techniques, and will examine how these techniques can be used to answer a variety of research questions in the fields of language, memory, attention, and action. The module is taught by staff members of UEA, who will present their recent research, and show how they have made use of these techniques. The module will be seminar and lab based, providing hands-on learning. Students will explore experimental design by looking at what makes a good design, identifying experimental problems, and how to ensure that experiments adhere to ethical standards. Students will bring together what they have learnt during the course in a small project, in which they will design an experiment and then collect data. At the end of the course, students will create a poster to present their experiment design and results during a conference-style poster presentation. • Understand and describe research methods • Understand experimental questions, and be able to design and choose the appropriate method to answer those questions • Describe examples of research that have used eye-tracking, motion tracking, EEG, etc. • Recognise experimental design flaws • Understand and interpret empirical results • Carry out basic statistical analyses • Present results in a clear and understandable manner • Improve verbal communication skills • Understand the ethical considerations in conducting experiments The module is ideal for those students interested in experimental psychology. It would be particularly of interest to students considering specialising or majoring in psychology, although this module assumes only that students have completed an introductory psychology course, such as psychology 101.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 3 – Teaching Team Module Convenor

Dr Debra Griffiths is an experimental officer in the School of Psychology. Her research interests include spatial perception, and vision and action, particularly action priming. She is experienced in using motion tracking, virtual reality and E-Prime software.

Others

Professor Kenny Coventry holds a Chair in Psychology, and is Head of the School of Psychology. He is a Chartered Psychologist (CPsychol), a Fellow of the British Psychological Society (FBPSsS), and a visiting Professor at Bremen and Freiburg Universities, where he collaborates with the Deutsche Forschungsgemeinschaft SFB-TR8 Spatial Cognition Research Centre. Professor Coventry’s main research interest is how different supposed ‘modules’ in the mind/brain map onto one another. This has been manifest in a long-standing interest in the relationship between language and the vision and action systems. A second main interest is how cognition and emotion interact in decision making under conditions of uncertainty. Dr Paul Engelhardt is a lecturer in the School of Psychology and has research interests in the area of psycholinguistics and how developmental disorders adversely affect language ability. Paul’s primary methodological expertise is eye-tracking.

Pre-Course Preparatory Reading

Section 4a - Course Study Hours Notional Study Hours Total

40 hours (over 4-6 weeks) It is a normal expectation that students registered on UEA modules will carry-out preparatory reading prior to engaging with the taught element of a module. In the case of ISS modules, this should be spread (ideally) over the 4-6 week period prior to arrival at UEA. This not only ensures that students maximise their learning via their engagement with the module, but also that they are better equipped to engage with discussion in class sessions and the module assessment.

160 hours Whilst at the University it is expected that students on ISS modules will commit 8 hours of study time per day (during weekdays) and a minimum of 8 hours per weekend. This equates to a total of 160 hours.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines Section 4b - Expected Study Hours Activity

Details

Total hours

Lectures

See section 5 for details

Pre-lecture preparatory reading and post-lecture follow up reading

Seminars

See section 5 for details

Pre-seminar preparation and follow up study

Students will be expected to read a number of research papers before seminars. They will also be expected to spend time outside the seminars designing and preparing their study for the summative assessment.

Recommended further reading

Extra readings will be provided throughout the course, but students may wish to prepare for the course by reading the following book: An Introduction to the Event-Related Potential Technique by Steven Luck

Section 7 - Formative Assessment Assessment Type

Assignment Deadline

Return date of marked work

Nature of feedback

Formative 1

Week 3

End of week 3

Oral cohort feedback and individual written feedback

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

Students will write a short experimental results section, conforming to APA guidelines, with an upper word limit of no more than 1,000 words. Assessment Type

Assignment Deadline

Return date of marked work (where appropriate)

Formative 2

N/A

Nature of feedback

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

A large part of this module will involve lab work, where students will have the opportunity to work in small groups to gain hands on experience with various experimental techniques. Students will be guided through their work and receive feedback throughout.

International Summer School module outlines 2014

International Summer School 2014 Module Outlines

Section 8 - Summative Assessment Assessment Type

Percentage (%) counting towards overall module mark

Assignment Deadline

Return date of marked work

Nature of feedback

Research poster and presentation

100%

End of Module

N/A

Written

Assignment detail (e.g. title, type, course test length, word limit, presentation length)

Students will complete a small research project. They will present their design and results in the form of a poster. All the posters will be displayed in a conference style format at the end of the module. Students will be asked to explain their research project and results using their poster.

Section 9 - Employability Problem solving

Teamwork

Communication

Presentation

This module places a strong emphasis on experimental design. Students will learn how to identify and solve design problems. They will use a variety of techniques to investigate different experimental questions, learning to evaluate the advantages and disadvantages of each.

Throughout the module students will be working in small groups, learning to divide up tasks, schedule activities, and work cooperatively together.

Through conducting experiments students will gain experience in how to interact with volunteer participants in a professional manner and practice communicating instructions clearly.

Students will improve their presentation skills, learning to present scientific data. They will also gain experience answering questions about their work.

International Summer School module outlines 2014